EDUCATION
EFFECT OF ENTREPRENEURSHIP EDUCATION ON THE ENTREPRENEURIAL INTENTIONS OF YOUTH: A CASE STUDY OF KADUNA STATE UNIVERSITY
This study examined how entrepreneurship education affects entrepreneurial intention among youths at Kaduna State University. Findings show education boosts drive to start ventures, early business knowledge, and positive attitudes toward entrepreneurship. It recommends interactive courses and expanded programs to support self-employment.
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4
Research Type
quantitative
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CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Entrepreneurship is increasingly acknowledged for its vital role in generating employment opportunities and fostering economic development, as well as enhancing the competitive edge of regions, states, or entire nations (Davey, Hannon & Penaluna, 2016). Davey et al. (2016) also describe entrepreneurship as a potential career path, where the creation of new businesses simultaneously leads to more job opportunities within society. Entrepreneurship acts as a driving force behind national economic prosperity (Krueger, 2016), which has consequently led to a growing global interest in entrepreneurship education (EE) (Bell & Bell, 2016). Educational systems emphasize entrepreneurship and the establishment of new ventures to promote social, economic, and organizational advancement. This emphasis has contributed to a significant growth of entrepreneurship as a formal academic discipline over the last twenty years (Bell & Bell, 2016; Fayolle, 2015). A recent study by Kakouris and Georgiadis (2016) highlights that the UK government is making major efforts to update policies regarding entrepreneurial education, viewing it as essential for improving employability. Indeed, entrepreneurship education is a fundamental component of industrialized, knowledge-driven economies and serves as a catalyst for endogenous economic development. Furthermore, Kakouris and Georgiadis (2016) note that a shared objective among global educational institutions is to instill a spirit of entrepreneurship in their graduates through dedicated entrepreneurial education programs. This has led to numerous recent initiatives aimed at expanding entrepreneurship education. By 2006, more than 2,000 entrepreneurship courses were being offered across over 1,600 higher education institutions worldwide (Hisrich, 2016), with the majority of these institutions located in the United States. Couetil, Shartrand, and Reed (2016) reported that in 2016 approximately 3,000 U.S. universities offered entrepreneurship courses in various formats, including majors, minors, certificates, and hands-on experiential learning opportunities. Recent scholarship suggests a significant relationship between entrepreneurship education and the likelihood that graduates will pursue entrepreneurial ventures by launching their own businesses (Davey, Hannon, & Penaluna, 2016). It has been asserted that entrepreneurship education can influence both the mindset and actions of students or academics (Davey et al., 2016). Moreover, Davey et al. (2016) explain that entrepreneurship education can shape entrepreneurial attitudes in multiple ways. For instance, some students may develop intentions to start their own businesses after completing entrepreneurship courses. According to Kraaijenbrink et al. (2015), students’ perceptions of entrepreneurship can be transformed, underscoring the university's role in fostering a positive entrepreneurial image. Verheul et al. (2015) conclude that universities play a nurturing role in developing students’ entrepreneurial competencies, behaviors, and intentions, thereby supporting the cultivation of entrepreneurial careers (Davey et al., 2016).
1.2 Statement of the Problem
Although it is reasonable to expect that entrepreneurship education should have a clearly defined framework supported by specific theories, this ideal has not yet been fully realized, indicating a need for further research to achieve more effective outcomes (Jones, 2015). Entrepreneurship programs at tertiary institutions remain relatively new (Kautonen, 2015), and there is a pressing need for deeper exploration regarding the various forms, objectives, and results of these programs (Kuratko & Morris, 2018). Fayolle (2015) calls for greater clarity on the methods used to train entrepreneurs. Therefore, this study aims to clarify ongoing debates about the role of experiential learning in fostering entrepreneurial intentions, as well as to identify factors that may positively influence such aspirations. Experiential learning is characterized as a learner-centered, activity-based approach that has gained favor among scholars in this field. In contrast, traditional teaching methods, which are teacher-centered and often rely on a series of lectures with the instructor as the primary focus rather than the students, are considered outdated and ineffective. Various teaching approaches for entrepreneurship have been developed, including action-oriented methods (Fayolle, 2015), reflective practice, contingency planning, and design thinking (Nielsen & Storvang, 2015). It is essential to evaluate "what works" by understanding how different instructional techniques impact entrepreneurial intentions, skills, motivation, and behaviors (Bell & Bell, 2016). The current moment presents a valuable opportunity to investigate the traits that could influence entrepreneurial intentions (Fayolle et al., 2015). Consequently, this study will concentrate on such characteristics to determine the significance of those factors that may in some way affect entrepreneurial intentions.
1.3 Research Questions
The following questions have been prepared for the study
i.Will youths who received entrepreneurship education be more driven towards starting their own ventures. ?
i.Will entrepreneurial education increase youths knowledge of business at early stage?
ii.Is there a relationship between entrepreneurship education through successful entrepreneurial models and Entrepreneurial Intention among youths?
iii.Does entrepreneurship education influence attitude of youths in Kaduna state University towards entreprene?
iv.Do youths who received entrepreneurship education be more driven towards their own ventures?
1.4 Objective of the study
The primary objective of the study is to examine impact of entrepreneurship education on entrepreneurial intention: A case study of youth in Kaduna State University. Other specific objectives are as follows:
i.To find out if youths who received entrepreneurship education will be more driven towards starting their own ventures.
ii.To investigate if entrepreneurial education will increase youths knowledge of business at early stage.
iii.To evaluate the relationship between entrepreneurship education through successful entrepreneurial models and Entrepreneurial Intention among youths.
iv.To examine if entrepreneurship education influences the attitude of youths in Kaduna state University towards entrepreneurship.
1.5 Research hypotheses
The study will test the validity of the following null hypotheses:
Ho1: Youths who received entrepreneurship education will not be more driven towards starting their own ventures.
H02: Entrepreneurial education will not increase youths knowledge of business at early stage.
H03: There is no positive significant relationship between entrepreneurship education through successful entrepreneurial models and Entrepreneurial Intention among youths.
H04: Entrepreneurship education will not influence the attitude of youths in Kaduna state University towards entrepreneurship
1.6 Significance of the study
This study on the impact of entrepreneurship education on entrepreneurial intention will be significant in the following ways:
University management: It will bring to the notice of the University management on the need to expose students to various opportunities that can be utilized as an entrepreneurship student, hence making them independent even as a student.
Government: It will bring to to the knowledge of the government on the important of entrepreneurship education to the citizens and the nation as large. It will further help policy makers in formulating laws that will favour entrepreneurs and aspiring entrepreneurs in business. This study will also help the government to see the need to invest in entrepreneurship education and youths empowerment in order to reduce unemployment and crime rate in among youths in the country.
Academia: This study will add to existing literature on this topic and will serve as a reference piece to students, scholars, and researchers who may wish to carryout further studies on this topic or related domain in the future.
1.7 Scope of the study
This study focuses on examining if there is a relationship between entrepreneurship education and entrepreneurial intention. The study will also evaluate the impact of business planning on entrepreneurial intention. The study will further find out if Students who received entrepreneurship education will be more driven towards starting their own ventures. Lastly, the study will investigate if exposure to entrepreneurship education will influence students’ desirability of entrepreneurship. Hence 100L to 400L students in Department of Entrepreneurship Education, Kaduna State University shall serve as enrolled participants for this study.
1.8 Limitation of the study
Just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data. Financial constraint, was also faced by the researcher, in getting relevant materials and in printing and collation of questionnaires. Furthermore, time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher.
1.9 Definition of terms
Entrepreneurship: Entrepreneurship is the process by which individuals or a group of individuals (entrepreneurs) exploit a commercial opportunity, either by bringing a new product or process to the market, or by substantially improving an existing good, service, or method of production.
Education: Education is both the act of teaching knowledge to others and the act of receiving knowledge from someone else.
Intention: Intentions are mental states in which the agent commits themselves to a course of action. It is something someone mean to do, whether you pull it off or not.
Entrepreneurship Education: Entrepreneurship education seeks to provide students with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of settings.
Entrepreneurship Intention: Entrepreneurial intention (EI) is defined as “the conscious state of mind that precedes action and directs attention toward entrepreneurial behaviors such as starting a new business and becoming an entrepreneur.
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