Assessing the Impact of Entrepreneurship Education Degree Programme on Students’ Entrepreneurial Attitude and Intention

Assessing the Impact of Entrepreneurship Education Degree Programme on Students’ Entrepreneurial Attitude and Intention

Prof. ADETAYO Janet Oyebola, OLORUNTOBA Ojo Adeyemi

Olabisi Onabanjo University, Ago-Iwoye, Ogun State, Nigeria

DOI: https://dx.doi.org/10.47772/IJRISS.2024.803136S

Received: 20 May 2024; Revised: 05 June 2024; Accepted: 11 June 2024; Published: 18 July 2024

ABSTRACT

This study investigates the influence of entrepreneurship education degree programmes on students’ entrepreneurial attitudes and intentions in South-west Nigerian universities. The introduction of these programmes, alongside compulsory entrepreneurship courses mandated by the National Universities Commission (NUC), aims to produce graduates who are job creators rather than job seekers. Utilizing a descriptive cross-sectional survey research design, the study sampled 590 students (274 first-year and 316 final-year students) and four lecturers from entrepreneurship education programmes. Instruments used included the Students’ Attitude towards Entrepreneurship Questionnaire (SATEQ) (r=0.83) and the Entrepreneurial Intention Questionnaire (EIQ) (r=0.69). Data were analyzed using frequency counts, means, and t-tests. Results indicate high initial entrepreneurial attitudes and intentions among students, with a significant improvement in attitudes but not intentions by the end of the programme. This suggests that while students develop a more favorable view of entrepreneurship, their intention to start businesses remains unchanged. The findings highlight the importance of effective programme delivery in enhancing entrepreneurial attitudes and propose several recommendations for stakeholders.

Keywords: Entrepreneurship education, Degree programme, Entrepreneurial attitude, Entrepreneurial intentions.

INTRODUCTION

Entrepreneurship is a critical driver of economic growth, innovation, and job creation. It involves identifying market opportunities, managing finances, building teams, and marketing products and services (Kuratko, 2020; Kuratko et al., 2021). Recognizing opportunities amid chaos and contradictions is essential for entrepreneurship-driven policies. Despite its potential, many Nigerian graduates remain unemployed, prompting the federal government to mandate entrepreneurship education through the National Universities Commission (NUC). This initiative aims to equip students with the skills to become job creators and foster national development.

Since 2000, courses on Entrepreneurship Development (CED) have been mandatory for all Nigerian undergraduates, regardless of discipline (NUC, 2011). However, the persistent high unemployment rate among graduates suggests a disconnect between the objectives of entrepreneurship education and its outcomes. To address this, some universities have introduced Bachelor’s degree programmes in Entrepreneurial Studies/Education, hoping to bridge the gap between education and employment.

Effective entrepreneurship education aims to produce graduates who can identify opportunities, take calculated risks, and create value through innovative thinking (Amosun, 2021). The success of these programmes depends on the availability of qualified teachers and adequate infrastructure. However, Nigerian universities often lack the necessary resources and trained personnel to deliver practical entrepreneurial training effectively (Nwekeaku, 2013; Brown, 2012; Offerman et al., 2012).

This study examines the impact of entrepreneurship education degree programmes on students’ entrepreneurial attitudes and intentions, focusing on universities in South-west Nigeria. The research uses the Antecedent, Transaction, and Outcome (ATO) evaluation model to assess the programme’s effectiveness.

The rising unemployment rate among Nigerian graduates has led to increased crime and social vices. To mitigate this, universities introduced entrepreneurship education degree programmes, supplementing the compulsory entrepreneurship courses mandated by the NUC. Despite these efforts, unemployment remains high, suggesting challenges in programme implementation. This study addresses the gap in research by examining the specific impact of these programmes on students’ entrepreneurial attitudes and intentions. Its goes with the following questions.

What are the attitudes of 100L students before enrolling in the entrepreneurship education degree programme? What are the entrepreneurial intentions of 100L students before enrolling in the entrepreneurship education degree programme? Has the entrepreneurship education degree programme significantly impacted final-year students’ attitudes towards entrepreneurial business? Has the entrepreneurship education degree programme significantly impacted final-year students’ intentions to start a business venture?

LITERATURE REVIEW

Conceptual Review

Enterprise and Entrepreneurship

Entrepreneurship is a multifaceted concept with various interpretations. Idogho and Ainabor (2011) define entrepreneurship as an innovative act that reallocates existing resources for new wealth-producing capacities. Duru (2011) adds that it is a primary source of innovation, often involving new visions and business methods for both new and established companies. Kraus and Kauranen (2009) describe it as the willingness and ability of an individual to seek out investment opportunities, establish, and successfully run an enterprise. Nabi et al. (2006) highlight entrepreneurship as the pursuit of opportunity without regard to currently controlled resources, while Millman and Matlay (2008) see it as a driver of innovation and change that enhances productivity and economic competitiveness.

Entrepreneurship involves creating new enterprises or transforming existing ones to add value. It requires energy and passion, willingness to take calculated risks, teamwork, and the creative skill to marshal needed resources (Binuomote & Okoli, 2015). An entrepreneur is an individual who innovates, organizes, and manages a business venture, taking on risks to achieve economic gains (Shane, 2003). According to Vakili, Tahmasebi, and Tahmasebi (2016), entrepreneurship can be categorized into five types based on activity levels: administrative, opportunistic, acquisitive, incubative, and initiative entrepreneurship, each with unique characteristics and educational needs.

Concept of Entrepreneurship Education

Entrepreneurship education aims to equip individuals with the knowledge, skills, and mindset necessary for business creation and management. It emphasizes innovation, creativity, and risk-taking, fostering skills such as leadership, communication, and problem-solving (Global Entrepreneurship Monitor Report 2021). Ajagbe (2014) notes that it prepares students to think creatively, analyze business ideas, solve problems, and evaluate projects objectively. UNESCO (2008) asserts that entrepreneurship education increases students’ ability to anticipate and respond to societal changes, acting as a catalyst for economic development and job creation (Oyebola et al., 2015).

The objectives of entrepreneurship education in Nigerian universities include developing entrepreneurial spirit, nurturing entrepreneurship knowledge, providing skills for global market competition, and enabling opportunity identification and exploitation (Lead City University, 2005). Nwekeaku (2013) states that it combines creativity, innovation, and business development. Shai (2009) and Enu (2012) categorize its curriculum into personal development, business development, and entrepreneurial skills development. Sanchez et al. (2017) classify entrepreneurship education into three types: teaching entrepreneurship (general knowledge), teaching to undertake (practical skills), and teaching through entrepreneurship (action-based learning).

Theoretical Review

The Countenance Evaluation Model developed by Robert Stake, the Countenance Evaluation Model emphasizes the importance of descriptions and judgments in program evaluation. It assesses the alignment between what was anticipated and what actually occurred before, during, and after teaching (Ismail et al., 2018). The model focuses on descriptive and judgmental acts across three phases: antecedents (initial conditions), transactions (process of intervention), and outcomes (results achieved). Stake’s model includes congruence (alignment between intents and observations) and dependencies (influence of antecedents on transactions and outcomes) as key analysis aspects (Popham, 1993; Ghulam et al., 2017).

This model is suitable for evaluating program or policy implementation, documenting expectations and observations about antecedents, transactions, and outcomes (Noer et al., 2017; Ismail et al., 2018). It involves describing and judging a program, analyzing congruence and contingencies, and identifying pertinent standards and judgments, making it useful for formative and summative evaluations (Ismail et al., 2018).

Empirical Review

Entrepreneurship Education and Entrepreneurial Attitude

Entrepreneurial attitude involves a mindset focused on innovation, risk-taking, and opportunity-seeking. It is characterized by a positive evaluation of entrepreneurial behavior (Amosun, 2021). Vamvaka et al. (2020) conducted a study among Greek undergraduate IT students, finding that affective attitude and perceived self-efficacy are strong predictors of entrepreneurial intention, emphasizing the role of emotions in entrepreneurship.

Su et al. (2021) extended the theory of planned behavior to include perceived university support, revealing that such support significantly affects students’ attitudes toward entrepreneurship. The study found that university support has a greater impact on attitude than on behavioral control, highlighting the importance of a well-structured entrepreneurship course system in fostering entrepreneurial intention.

METHODOLOGY

The study employed a descriptive cross-sectional survey design. The population included first-year (100L) and final-year (400L) students, as well as lecturers from entrepreneurship education programmes in South-west Nigerian universities. A total sample of 590 students (274 100L and 316 400L) and four lecturers was selected. Data collection instruments included the Students’ Attitude towards Entrepreneurship Questionnaire (SATEQ) with a reliability coefficient of 0.83 and the Entrepreneurial Intention Questionnaire (EIQ) with a reliability coefficient of 0.69. Data analysis involved frequency counts, means, and t-tests.

RESULT AND DISCUSSION

Research Question 1

What is the attitude of 100L students before the entrepreneurship education degree programme?

Table 1 Attitude of 100L students towards entrepreneurship education

Criterion mean= 2.5

Table 1 illustrates the attitude of 100L students towards entrepreneurship education. The findings indicate a generally positive attitude, with mean scores for all 20 items above the criterion mean of 2.5.

Summary of Key Findings:

Highest Scoring Items:

• • Enjoy entrepreneurship education lessons (3.69)
  • Ability to identify business opportunities (3.66)
  • Happiness with having learned entrepreneurship education (3.64)
  • Considering self-employment as very important (3.63)
  • Desire to work for oneself after school (3.61)

The overall mean score of 3.50 suggests a positive attitude towards entrepreneurship education among 100L students before the programme began.

Research Question 2

What is the entrepreneurial intention of 100L students before the entrepreneurship education degree programme?

Table 2 Entrepreneurial intention of 100L students

Criterion mean= 2.5

Table 2 shows the entrepreneurial intention of 100L students before the programme. The overall mean score of 3.05 indicates a high level of entrepreneurial intention.

Summary of Key Findings:

• • Effort to start and run a firm (3.24)
  • Considering the likelihood of running a personal firm in the future (3.23)
  • Planning to launch a personal business someday (3.22)
  • Determination to create a business venture in the future (3.19)
  • Preference to be an entrepreneur rather than an employee (3.17)

The overall mean score of 3.05 suggests high entrepreneurial intention among 100L students prior to starting the entrepreneurship education programme.

Research Question 3

Has the entrepreneurship education degree programme made a significant impact on final year students in terms of attitude towards entrepreneurial business?

Table 3 t-test analysis of impact on final year students’ attitude

Table 3 presents the t-test analysis comparing the attitudes of 100L and 400L students. The results indicate a significant difference (t = -3.351, p < 0.05).

• The mean attitude score for 100L students is 64.64, while for 400L students it is 67.02.
• The significant t-test result suggests that the entrepreneurship education degree programme positively impacted the attitudes of final year students towards entrepreneurial business.

Research Question 4

Has the entrepreneurship education degree programme made a significant impact in terms of entrepreneurial intention?

Table 4 t-test analysis of impact on final year student’ entrepreneurial intention

Table 4 shows the t-test analysis comparing the entrepreneurial intentions of 100L and 400L students. The results indicate no significant difference (t = -0.685, p > 0.05).

• The mean entrepreneurial intention score for 100L students is 79.29, while for 400L students it is 80.33.
• The lack of significant difference suggests that the entrepreneurship education degree programme did not significantly impact the entrepreneurial intentions of final year students.

DISCUSSION OF FINDINGS

1. Attitude Towards Entrepreneurship Education (Research Question 1):
   • The positive attitude of 100L students towards entrepreneurship education before the programme is beneficial. This pre-existing positive outlook can facilitate the teaching and learning process, motivating instructors and enhancing student engagement.
   • These findings align with the studies by Vamvaka et al. (2020) and Su et al. (2021), which also reported high and beneficial student attitudes towards entrepreneurship programmes.

2. Entrepreneurial Intention (Research Question 2):

1. • The high entrepreneurial intention among 100L students before the programme is a positive indicator for the success of the entrepreneurship education programme. High intention levels are crucial for the effective implementation of the programme.
   • This supports the argument by Oyebola et al. (2015) that high entrepreneurial intention is essential for successful entrepreneurship education.

3. Impact on Attitude (Research Question 3):

1. • The significant positive impact on the attitudes of final year students towards entrepreneurial business indicates that the entrepreneurship education programme effectively enhanced students’ attitudes. Improved attitudes suggest a higher likelihood of students establishing their own businesses post-graduation.
   • These findings are consistent with those of Huber et al. (2012) and Williamson et al. (2013), who reported positive effects of entrepreneurship education on students’ attitudes.

4. Impact on Entrepreneurial Intention (Research Question 4):

1. • The programme did not significantly impact the entrepreneurial intentions of final year students. Although there was a slight increase in the mean scores, it was not statistically significant.
   • This contradicts findings by Williamson et al. (2013), Adetayo et al. (2015), and Nwosu (2019), who reported changes in intentions and attitudes post-programme. However, the slight increase suggests that the programme may still be beneficial, albeit not significantly altering intentions.

CONCLUSION

The introduction of the entrepreneurship education degree programme aimed to produce job creators rather than job seekers. While the programme significantly enhanced students’ attitudes towards entrepreneurship, it did not significantly impact their entrepreneurial intentions. Effective programme delivery remains crucial for translating positive attitudes and high intentions into actual entrepreneurial engagement.

RECOMMENDATIONS

• Lecturers should enhance the use of learner-centered teaching methods to foster active learning.
• NUC should promote the implementation of entrepreneurship education degree programmes across more universities to increase the number of self-employed graduates.
• Government agencies should reorient youths on the importance of entrepreneurship for personal and national development.
• Parents should support and encourage their children’s entrepreneurial intentions by providing necessary resources and engaging in entrepreneurial activities themselves.
• The government should create an enabling environment for young entrepreneurs to translate their intentions into reality.
• Government agencies should offer financial support to universities promoting entrepreneurship education to encourage broader implementation and improve programme outcomes.

REFERENCE

1. Abioye, R. E. (2020). Exploring the impact of entrepreneurship education program on current employment generation among university graduates in Nigeria. European Journal of Business and Management, 7(5), 136-143. Retrieved from https://www.iiste.org
2. Adetayo, O., Oke, A., & Aderonmu, O. (2015). Assessment of entrepreneurship education and administration programmes in the context of public administration reform in Romania. Transylvanian Review of Administrative Sciences, 16(E), 40-46.
3. Agoha, G. (2011). Skill acquisition and entrepreneurship education: The basic requirement for secretarial business education students. Book of Reading, 1(11), 117.
4. Ajagbe, A. M. (2014). Funding criteria in technology-based firms (Doctoral dissertation). University of Malaya.
5. Ajagbe, M. A., Fadeyi, O., Adegbuyi, A., Oke, O. A., & Isiavwe, T. D. (2015a). Building sustainable future for Nigeria through entrepreneurship. International Journal of Academic Research in Accounting, Finance and Management Sciences, 5(3), 42-49.
6. Amosun, O. O. (2021). Students’ knowledge of and attitude to entrepreneurship education in tertiary institutions in Abeokuta, Ogun state (Unpublished postgraduate diploma in education thesis). National Teachers Institute, Nigeria.
7. Banabo, E., & Ndiomu, K. (2012). Entrepreneurship and entrepreneurial education (EE). International Journal of Education, Learning and Development, 3(7), 27-34. Retrieved from eajournals.org
8. Binuomote, M. O., & Okoli, B. E. (2015). Business education students’ perception of the skill needs for successful entrepreneurship in Nigeria. Journal of Education and Practice, 4(3), 51-56. Retrieved from https://www.iiste.org/Journals/index.php/JEP/article/view/4492/4560
9. Brown, P. B. (2012). Why everyone will have to become an entrepreneur. Retrieved from http://cloudsourced.com
10. Duru, M. (2011). Entrepreneurship opportunities and challenges in Nigeria. Business and Management Review, 1(1), 41-48.
11. Enu, D. B. (2012). Enhancing the entrepreneurship education in Nigeria. American Journal of Education and Further Education.
12. Fayolle, A., Gailly, B., & Lassas-Clerc, N. (2006). Assessing the impact of entrepreneurship education programmes: A new methodology. Journal of European Industrial Training, 30(9), 701-720.
13. Gatewood, E. J., Shaver, K. G., Powers, J. B., & Gartner, W. B. (2002). Entrepreneurial expectancy, task effort, and performance. Entrepreneurship Theory & Practice, 27(2), 187-206. https://doi.org/10.1111/1540-8520.00006
14. GEM Global Report 2020/2021. (2021). Retrieved from https://www.gemconsortium.org/report/50714
15. Ghulam, F., Misbah, M., Abid-Hussain, C. H., & Dur-e-Nayab. (2017). Antecedents of early childhood special education program: A Stake’s model perspective. Bulletin of Education and Research, 39(1), 275-290.
16. Hintea, C., Ringsmith, D., & Mora, C. (2006). The reform of the higher education public administration programmes in the context of public administration reform in Romania. Transylvanian Review of Administrative Sciences, 16(E), 40-46.
17. Huber, L. R., Sloof, R., & Van Praag, M. (2012). The effect of early entrepreneurship education: Evidence from a randomized field experiment. IZA Discussion Paper, 6512, 1-30.
18. Hughes, K., Bullock, A., & Coplan, R. J. (2014). A person-centred analysis of teacher-child relationships in early childhood. British Journal of Educational Psychology, 84(2), 253-267.
19. Idogho, P. O., & Ainabor, A. E. (2011). Entrepreneurship education and small scale business management skill development among students of Auchi Polytechnic, Auchi, Edo State, Nigeria. International Journal of Business Management, 6(3), 284-288.
20. Islam, M. M., Bokhari, A. A. H., & Abalala, T. S. (2018). Perceptions to start up business as a career choice among Saudi female higher education students. Societies, 8(31), 1-22. https://doi.org/10.3390/soc8020031
21. Kraus, S., & Kauranen, I. (2009). Strategic management and entrepreneurship: Friends or foes? International Journal of Business Science and Applied Management, 4(1), 37-50.
22. Kuratko, D. F. (2020). Entrepreneurship: Theory, process, practice. Mason, OH: South-Western Publishers.
23. Kuratko, D. F., Neubert, E., & Mavrel, M. R. (2021). Insight on the mentorship and coachability of entrepreneurs. Business Horizon, 64(2), 199-209.
24. Lead City University. (2005). Entrepreneurship handbook. Faculty of Social and Management Sciences.
25. Longobardi, C., Gastaldi, F. G. M., Prino, L. E., Pasta, T., & Settanni, M. (2016). Examining student-teacher relationship from students’ point of view: Italian adaptation and validation of the young children’s appraisal of teacher support questionnaire. The Open Psychology Journal, 9, 176-187. https://doi.org/10.2174/1874350101609010176
26. Miles, G., Heppard, K. A., Miles, R. E., & Snow, C. C. (2000). Entrepreneurial strategies: The critical role of top management. Sage Publications.
27. Millman, C., & Matlay, H. (2008). Entrepreneurship education in China: A case study approach. Journal of Small Business and Enterprise Development, 15(5), 802-815.
28. Nabi, G., Holden, R., & Walmsley, A. (2006). Graduate career making and business start-up: A literature review. Education and Training, 48(5), 373-385.
29. National University Commission. (2011). Labour market expectation of Nigeria graduates. Abuja: Education Trust Fund (ETF).
30. Nnaemeka-Okeke, R. C., Ugwu, C. C., & Okafor, C. N. (2019). The need for the inclusion of entrepreneurship in our Nigerian architectural education. 1st International Conference on Sustainable Infrastructural Development, IOP Conference Series: Materials Science and Engineering, 640(1), 1-11. https://doi.org/10.1088/1757-899X/640/1/012121
31. Noer, R. R. (n.d.). Curriculum evaluation by Robert E. Stake (1967). Unpublished manuscript, KhonKaen University.
32. Nwekeaku, C. (2013). Entrepreneurship education and challenges to Nigerian universities. Journal of Education and Practice, 4(3), 51-56. Retrieved from https://www.iiste.org/Journals/index.php/JEP/article/view/4492/4560
33. Nwosu, M. C. (2019). Youth entrepreneurship among university graduates in Anambra State, Nigeria (Doctoral dissertation). Walden University. Retrieved from https://scholarworks.waldenu.edu/dissertations
34. Offorma, G. C., Egbe, C. I., & Eze, K. O. (2012). Analysis of entrepreneurial skills acquisition content of language education curricula at the University of Nigeria. Nigerian Journal of Curriculum Studies, 19(3), 94-101.
35. Olorundare, A. S., & Kayode, D. J. (2014). Entrepreneurship education in Nigerian universities: A tool for national transformation. Asia Pacific Journal of Educators and Education, 29, 155-175.
36. Oyebola, A. I., Irefin, I. A., & Olaposi, T. O. (2015). Evaluation of entrepreneurship education in selected Nigerian universities. Journal of Entrepreneurship and Innovation Management, 4(2), 49-75. Retrieved from https://www.researchgate.net/publication/315053804
37. Popham, W. J. (1993). Educational evaluation. Boston: Allyn and Bacon.
38. Quaglia, R., Gastaldi, F. G., Prino, L. E., Pasta, T., & Longobardi, C. (2016). The pupil-teacher relationship and gender differences in primary school. Open Psychology Journal, 6(1), 69-75. https://doi.org/10.2174/1874350101306010069
39. Sanchez, J. C., Ward, A., Hernández, B., & Florez, J. (2017). Entrepreneurship education: State of the art. Propósitos y Representaciones, 5(2), 401-473. https://doi.org/10.20511