From Education to Enterprise: Assessing the Impact of Institutional Factors on Graduate Entrepreneurial Intentions in North-West Nigeria

The thrust of this study is to examine the impact of institutional factors such as curriculum, pedagogy, mentorship, and lecturer competency on entrepreneurial intentions among graduands of tertiary institutions in the North-West region of Nigeria, comprising seven states. To achieve this objective, the study adopted a quantitative survey design and drew a sample of 700 participants, representing 100 from each state, using a convenience sampling technique. Data for the study were collected through a well-structured 5-point Likert scale questionnaire designed to extract pertinent information regarding these institutional factors and their influence on the entrepreneurial intentions of higher institution graduates. Consequently, the data collected were subjected to a reliability test using the Cronbach alpha (α) test, and relationships were established with the aid of a linear regression model. Results showed that all variables achieved coefficients greater than 0.90, indicating excellent internal consistency among the variables. The regression test revealed that all four factors significantly and positively predict entrepreneurial intention, with curriculum exerting the strongest influence, followed by lecturer competence, pedagogy, and mentorship. Furthermore, the negative and significant constant suggests that entrepreneurial drive does not emerge in isolation but requires structured institutional support. The study, therefore, concludes that effective institutional mechanisms are indispensable for nurturing graduates’ entrepreneurial aspirations. Hence, there is a need for reforms that embed hands-on, project-based entrepreneurship modules compulsory across all disciplines. Organising faculty training in partnership with industry or local enterprises to enhance lecturers’ practical entrepreneurial experience and establish structured mentorship programmes that pair students with alumni entrepreneurs, with clear objectives, defined roles, and regular feedback to ensure effective guidance.

Entrepreneurial intention, Institutional factors, curriculum, pedagogy

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