Model for stimulating entrepreneurial skills through entrepreneurship education in an African context

Olutuase, Samuel Oladipo; Brijlal, Pradeep; Yan, Bingwen

doi:10.1080/08276331.2020.1786645

Cited by 45 publications

(38 citation statements)

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“…That said, experiential pedagogy is clearly more helpful for both perception of change and the level of skills in comparison to traditional pedagogy. This provides a counter-evidence to the study of Olutuase, Brijlal, and Yan (2020) who found no effect of teaching method on generic entrepreneurial skills (creativity and innovation, flexibility and adaptability, etc.) outlined in Bacigalupo et al (2016).…”

Section: Confirmedcontrasting

confidence: 76%

“…Others chose to focus on one aspect of the triad at a time, e.g. skill-based (Olutuase, Brijlal, and Yan 2020) or affective (Keller and Kozlinska 2019).…”

Section: Experiential Entrepreneurship Pedagogymentioning

confidence: 99%

“…The framework puts forward a tripartite structure of individual competencies comprising entrepreneurial knowledge, skills, and attitudes. This framework specifically designed for educational context provides a holistic view of subjective measures, and can serve as a valuable add-on to the models of entrepreneurial intentions and employability skills in evaluating the outcomes of EE (Olutuase, Brijlal, and Yan 2020;Jackson and Wilton 2017;Iakovleva, Kolvereid, and Stephan 2011).…”

Section: Introductionmentioning

confidence: 99%

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Entrepreneurial competencies and employment status of business graduates: the role of experiential entrepreneurship pedagogy

Kozlinska

Rebmann

Mets

2020

Journal of Small Business & Entrepreneurship

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This study examines the relationship among experiential entrepreneurship pedagogy, entrepreneurial competencies and employment status of business graduates in two European countries. A proposed model relies on the adapted Bloom's taxonomy, human capital theory, and experiential learning theory. The model examines knowledge, skills, and attitudes as competencies, and relates them to the two forms of employment status: nascent intrapreneurship and early-stage entrepreneurial activity. These interrelationships are tested closely considering a dominant pedagogical approach to teaching entrepreneurshiptraditional or experiential. The study is based on a cross-sectional survey of 454 graduates from Bachelor-level business programmes delivered at eight higher education institutions (four in each country); and on 16 semi-structured interviews with entrepreneurship educators, who taught the surveyed graduates. The findings highlight that experiential pedagogy can be indeed more effective for developing all three entrepreneurial competencies, while traditional pedagogy might still be suitable for theoretical knowledge about entrepreneurship. Furthermore, experiential pedagogy moderates the relationship between different competencies and the employment status of graduates. This contingency on the pedagogy type is crucial implying a combination of traditional and experiential teaching methods to balance the effects of entrepreneurship education. RÉSUMÉ Cette etude examine la relation entre la p edagogie exp erientielle de l'entrepreneuriat, les comp etences entrepreneuriales et le statut d'emploi des diplôm es en commerce dans deux pays europ eens. Le mod ele propos e repose sur la taxonomie adapt ee de Bloom, la th eorie du capital humain et la th eorie de l'apprentissage exp erientiel. Le mod ele examine les connaissances, les aptitudes et les attitudes en tant que comp etences, et les relie aux deux formes de statut d'emploi: l'intrapreneuriat naissant et ARTICLE HISTORY

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Section: Confirmedcontrasting

confidence: 76%

“…Others chose to focus on one aspect of the triad at a time, e.g. skill-based (Olutuase, Brijlal, and Yan 2020) or affective (Keller and Kozlinska 2019).…”

Section: Experiential Entrepreneurship Pedagogymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Entrepreneurial competencies and employment status of business graduates: the role of experiential entrepreneurship pedagogy

Kozlinska

Rebmann

Mets

2020

Journal of Small Business & Entrepreneurship

View full text Add to dashboard Cite

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“…Liñán [71] found a significant positive association between entrepreneurial skills and intention among university students. Their study also established that a large part of entrepreneurial achievement relies on skills more than it does on the experience or education of young people [72]. Skills have the potential for long-term growth in the field [73].…”

Section: Mediating Role Of Entrepreneurial Skillsmentioning

confidence: 96%

What Factors Affect the Entrepreneurial Intention to Start-Ups? The Role of Entrepreneurial Skills, Propensity to Take Risks, and Innovativeness in Open Business Models

Shahzad

Khan

Saleem

et al. 2021

Journal of Open Innovation: Technology, Market, and Complexity

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Start-ups are launched every day, and most of them will fail at the same pace. Worldwide unemployment has become a major concern due to the geometric increase in the population. However, job opportunities are not created at the same pace as the overall population, and jobless people are becoming a burden on the economy. This situation led to introduce a system that helps people become self-employed and gives dignity to their lives. Prior studies reported that many factors could motivate an individual to pursue entrepreneurial projects. However, there is still a gap in identifying a path that promotes entrepreneurial intention among young graduates. Therefore, the purpose of the current study is to determine the effect of self-motivation, family support, peer influence, and institutional support on entrepreneurial intention through entrepreneurial skills, propensity to take risks, and innovativeness. Data were collected from 416 business students from six public and private sector universities in Pakistan. The results revealed that self-motivation, family support, peer influence, and institutional support positively and significantly affected entrepreneurial intention. The mediating role of entrepreneurial skills, a propensity to take risks, and innovativeness also enhances entrepreneurial intention among young graduates. A categorical analysis was conducted to explain the characteristics of the individuals motivated to launch start-ups. The results revealed a significant difference in the grouping variables of gender and education. The conceptual model provides more pronounced results in the case of male and post-graduate students. These findings may motivate young graduates to start new venture capital start-ups based on open business models. In this way, they can contribute to the complex and evolutionary economics that accelerate efficiency through technological innovation.

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“…The influence of national culture and contexts on student entrepreneurship (cf. Olutuase et al, 2020;Shirokova et al, 2018) was outside the scope of this research. Therefore, we suggest that future researchers conduct multiple case studies to consider contextual differences in their analysis or qualitative comparative analysis (cf.…”

Section: Limitations and Research Outlookmentioning

confidence: 99%

Entrepreneurship? Let us do it later: procrastination in the intention–behavior gap of student entrepreneurship

Harima

Gießelmann

Göttsch

et al. 2021

IJEBR

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PurposeThis study aims to explore the intention–behavior gap of student entrepreneurs who develop entrepreneurial intention in a venture creation course and decide to continue working on the business idea after completing the course. While many students decide to work on business concepts, they often struggle with taking further steps when the course ends. This suggests that the development of entrepreneurial intention in the course does not directly lead to entrepreneurial actions after the course. Hence, this paper examines the sources for the intention–action gap and behavioral responses of student entrepreneurs.Design/methodology/approachThis study applied a systematic inductive qualitative research method to examine how student entrepreneurs encounter challenges after the entrepreneurship program and how they respond to them. The authors selected a venture development course at a German public university as their research context.FindingsThe findings revealed that students encountered substantial challenges after the program, which invoked their procrastinating behaviors. Based on the findings, this study developed a process model of the intention–behavior gap in student entrepreneurship. The process model provides a roadmap to follow the main findings, which consist of three main parts: (1) the antecedents of the intention–behavior gap; (2) behavioral responses of student entrepreneurs and (3) the outcomes of procrastination.Research limitations/implicationsThis study contributes to the emerging student entrepreneurship literature by identifying obstacles for students who intend to continue developing a venture after attending venture creation courses, as well as elaborating on possible student responses to these barriers and their subsequent impact on their nascent ventures. Furthermore, the findings contribute to developing the understanding of the intention–behavior gap in entrepreneurship education at higher education institutions by highlighting challenges for students that emerge in the transition phase from course participants to autonomous entrepreneurial actors.Originality/valueScholars have generally emphasized the vital role of entrepreneurship education in developing the entrepreneurial intentions of students as prospective entrepreneurs. However, researchers have only rarely examined how these intentions are translated into actions. Furthermore, the existing research on students' intention–behavior gap is limited to quantitative studies that demonstrate the existence of the gap empirically or apply theoretically derived moderators to their analysis. Consequently, the literature calls for more qualitative, explorative research approaches to understand what happens to students' entrepreneurial intentions once their entrepreneurship program is over.

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Model for stimulating entrepreneurial skills through entrepreneurship education in an African context

Cited by 45 publications

References 46 publications

Entrepreneurial competencies and employment status of business graduates: the role of experiential entrepreneurship pedagogy

Entrepreneurial competencies and employment status of business graduates: the role of experiential entrepreneurship pedagogy

What Factors Affect the Entrepreneurial Intention to Start-Ups? The Role of Entrepreneurial Skills, Propensity to Take Risks, and Innovativeness in Open Business Models

Entrepreneurship? Let us do it later: procrastination in the intention–behavior gap of student entrepreneurship

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