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

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.

Keywords: Entrepreneurial intention, Institutional factors, curriculum, pedagogy, mentorship and lecturer

competency.

to wage employment. This concern brings entrepreneurship education to the forefront as a strategic tool for

equipping graduates with the knowledge, skills, and mindset necessary to identify opportunities, create ventures,

and contribute to regional development.

Over the past decade, research in entrepreneurship education has made significant advances in understanding

how formal training and mentorship influence entrepreneurial intentions. Abbes (2024) demonstrates that

structured entrepreneurial curricula, when effectively delivered, can substantially shape students’ entrepreneurial

aspirations by combining theoretical foundations with practical exposure. Similarly, Mahfud et al. (2024)

emphasize the role of innovative pedagogical models, such as the teaching factory approach, in strengthening

entrepreneurial competence and increasing the likelihood that students will pursue entrepreneurial careers.

Beyond curriculum design, Polydorou (2025) argued that entrepreneurship education depends on lecturer

the Nigerian North-West. Most of the available evidence originates from studies in other countries or broader

national contexts, while limited research directly investigates how institutional factors like curriculum design,

teaching methods, and faculty expertise translate into entrepreneurial intention among graduates in this region.

This study is critical because of the socio-cultural norms, infrastructural deficits, and institutional capacity in

North-West Nigeria, which may influence the effectiveness of entrepreneurship education differently than in

other settings. Thus, while entrepreneurship education is widely recognized as a catalyst for entrepreneurial

intention, localized empirical evidence is still scarce.

The objective of this study, therefore, is to examine how entrepreneurship education, shaped by institutional

factors, influences entrepreneurial intentions among graduates of tertiary institutions in North-West Nigeria.

Specifically, the research seeks to answer the following question: To what extent do institutional factors,

The conceptual framework of this study is grounded in the assumption that institutional factors within higher

education significantly shape the entrepreneurial intentions of graduates. Specifically, the framework considers

curriculum, pedagogy, mentorship, and lecturer competency as independent variables that influence the

dependent variable, entrepreneurial intention. These institutional dimensions collectively provide the knowledge

base, skills, guidance, and motivational support necessary for students to translate entrepreneurial education into

entrepreneurial aspirations.

The curriculum is positioned as a foundational determinant of entrepreneurial intention. A curriculum that

emphasizes creativity, innovation, and opportunity recognition has the potential to instil entrepreneurial attitudes

and foster intention (Igwe et al., 2021). However, the delivery of such a curriculum is contingent on pedagogy,

which mediates how content is transmitted and internalized. Experiential pedagogical approaches, such as

competency is critical to the framework as it influences both the design and delivery of entrepreneurship

education. Competent lecturers who possess not only academic knowledge but also practical entrepreneurial

experience are more effective in inspiring students, contextualizing concepts, and reinforcing the feasibility of

entrepreneurship as a career path (Makwara et al., 2024).

At the core of this framework is entrepreneurial intention, conceptualized as the most immediate predictor of

entrepreneurial behaviour (Ferreira et al., 2012). The framework assumes that the four institutional factors

interact to create a conducive learning environment that shapes attitudes, perceived behavioural control, and self-

efficacy, all of which are central to the development of entrepreneurial intention. Thus, the framework highlights

Theoretical Review

The Theory of Planned Behaviour (TPB), proposed by Ajzen (1991), is one of the most influential frameworks

for predicting intentional behaviour, particularly in domains where action is preceded by deliberate planning. As

In the context of entrepreneurship education, TPB provides a strong theoretical basis for linking institutional

factors to entrepreneurial intention. Curriculum design influences students’ attitudes by shaping how desirable

or rewarding entrepreneurship is perceived to be. Exposure to courses in opportunity recognition, business

planning, and innovation cultivates positive evaluations of entrepreneurship as a viable career path (Costa et al.,

2018). Pedagogy, especially experiential methods like simulations, case studies, or project-based learning,

affects perceived behavioural control by equipping students with practical skills and mastery experiences that

strengthen their confidence in managing entrepreneurial tasks (Mtibaa, 2025). Similarly, mentorship enhances

subjective norms by offering social validation and role models who communicate the acceptability and prestige

of entrepreneurship (Al-Issa et al., 2024). Finally, lecturer competency interacts with all three TPB antecedents,

as competent lecturers inspire favourable attitudes, model entrepreneurial behaviours that influence norms, and

actual control is high. Within entrepreneurship education, these assumptions suggest that if institutions provide

robust curricular content, effective pedagogy, strong mentorship, and competent lecturers, students will

rationally integrate these inputs into favourable beliefs that culminate in stronger entrepreneurial intentions.

Despite the prominence of TPB, the theory has attracted several critiques. One criticism is its static orientation,

as it often fails to capture the dynamic and evolving nature of intention over time (Krueger, 2017). Additionally,

critics argue that TPB underplays the role of contextual and institutional factors, focusing more on individual

cognition than on structural enablers or barriers (Ahmed et al., 2025). In entrepreneurial contexts, this is

particularly limiting, since institutional environments like resource availability, policy support, and cultural

attitudes significantly influence intentions. Others caution that TPB assumes rationality, overlooking the role of

emotions, heuristics, and unexpected opportunities in shaping entrepreneurial behaviour (Al-Ruwaitea, 2022).

A considerable body of work highlights the centrality of curriculum content and design in influencing

entrepreneurial intentions among graduates. Darman et al. (2025) examined the impact of entrepreneurship

conducted a large-scale quantitative study employing structural equation modelling to test the direct and

mediated effects of entrepreneurship education. Their findings indicated that entrepreneurship education not

only directly increased entrepreneurial intentions but also indirectly enhanced them by boosting students’

passion and self-efficacy. Such findings emphasise that the curriculum should be designed not only for

knowledge transmission but also for psychological empowerment.

Al-Qadasi et al. (2024) further reinforced the importance of curriculum relevance and quality in their study on

the role of attitudes toward entrepreneurship education in shaping students’ intentions. The study revealed that

students’ positive attitudes were largely shaped by the perceived quality and relevance of the curriculum, as well

as the effectiveness of teaching delivery. This suggests that curriculum design must be dynamic and aligned with

student expectations and market realities. Similarly, Pham et al. (2024) investigated the role of digital

entrepreneurship curriculum and training on students’ e-entrepreneurial intentions through a survey-based design

long-term pedagogical practices on entrepreneurial mindset. Similarly, Gazi et al. (2024) explore how teaching

approaches influence employability and entrepreneurial intention. Their findings showed that innovative

study, using structural equation modelling, revealed that mentorship exerted both direct and indirect effects on

and ambiguity tolerance among prospective Nigerian entrepreneurs. Their analysis revealed that mentorship

improved adaptability, a trait for navigating uncertain business environments. Complementing these quantitative

findings, Okonkwo and Adebayo (2024) used qualitative interviews to assess the impact of mentorship on

technopreneurial success in Nigeria. They found that mentorship fostered innovation, problem-solving capacity,

and access to critical networks, positioning it as a key determinant of business sustainability in the technology

sector.

entrepreneurial intentions and success. It builds confidence, nurtures innovative thinking, and improves access

to social and professional networks.

Lastly, the role of lecturer competency has equally been shown to be crucial in determining the effectiveness of

entrepreneurship education. According to Ismail (2022), students who perceived their lecturers as highly

competent reported stronger entrepreneurial intentions. The study’s quantitative design demonstrated that not

only content expertise but also pedagogical skill influenced student outcomes. Vivekananth et al. (2023) also

found that lecturer competency and curriculum quality together enhanced students’ entrepreneurial self-efficacy,

which in turn predicted their entrepreneurial intentions.

content delivery; rather, it must be seen as an ecosystem comprising curriculum design, pedagogical practices,

supportive mentorship, and competent faculty.

intention, given that regression is particularly suited for modeling relationships between multiple independent

ENI = α

+ α

CUR +α

PED +α

MEN +α

Table 4.2 presents the results of the reliability analysis conducted to determine the internal consistency of the

measurement items used in the study. The Cronbach’s Alpha (α) values for all the constructs: Entrepreneurship

Intention (ENI), Curriculum (CUR), Pedagogy (PED), Mentorship (MEN), and Lecturer Competence (LEC) are

well above the conventional threshold of 0.70 recommended by Nunnally and Bernstein (1994), which signifies

acceptable reliability. In fact, the results reveal that all variables achieved coefficients greater than 0.90, which,

according to George and Mallery (2003), indicates excellent internal consistency.

Specifically, Entrepreneurship Intention (α = 0.926) demonstrates a high level of reliability, suggesting that the

items measuring graduates’ entrepreneurial intentions are strongly interrelated. Similarly, Curriculum (α =

0.940) and Pedagogy (α = 0.930) also exhibit excellent reliability, reinforcing that the items developed to capture

these institutional factors are consistent and stable in assessing their respective constructs. Mentorship (α =

Table 4.3: Regression Analysis Output

Tolerance

VIF

and lecturer competence, entrepreneurship intention among graduates would be minimal. This establishes the

importance of examining each institutional factor in detail, beginning with the curriculum.

The results identified curriculum as the strongest predictor of entrepreneurship intention (β = 0.437, p < 0.05).

This highlight the critical role of curricular design and content in shaping graduates’ entrepreneurial orientations.

Darman et al. (2025) similarly observed that curricula incorporating experiential elements such as case studies

and simulations significantly foster entrepreneurial aspirations. Liu et al. (2025) extended this by showing that

entrepreneurship education not only directly impacts entrepreneurial intention but also enhances students’

passion and self-efficacy, thereby exerting both direct and mediated effects. Furthermore, Al-Qadasi et al. (2024)

revealed that student attitudes toward entrepreneurship education are shaped by the relevance and quality of

curriculum, while Pham et al. (2024) highlighted the importance of digital entrepreneurship curricula in

Pedagogy was also found to have a significant influence on entrepreneurial intention (β = 0.288, p < 0.05). While

the curriculum sets the direction, pedagogy determines how effectively that content is delivered and internalised.

Lyu et al. (2024) demonstrated that discovery-based pedagogies enhance students’ opportunity recognition,

which subsequently fosters entrepreneurial aspirations. Similarly, Pérez-Macías et al. (2023) confirmed that

experiential pedagogical approaches strengthen the translation of entrepreneurial opportunities into concrete

intentions. In the same vein, a longitudinal insight from Xanthopoulou and Sahinidis (2025) revealed that

pedagogy complements curriculum, ensuring that entrepreneurial knowledge translates into actual intention.

In addition to pedagogy, mentorship also emerged as a significant predictor of entrepreneurial intention (β =

0.243, p < 0.05). While pedagogy structures the classroom learning experience, mentorship extends

entrepreneurial learning into relational and experiential domains, fostering confidence, creativity, and practical

competence. This finding is consistent with Al-Issa (2024), who demonstrated that mentoring enhances self-

efficacy and motivation, thereby strengthening students’ intentions to pursue entrepreneurship. Similarly,

Olanrewaju and Akinola (2023) found that mentees among university students in South-West Nigeria exhibited

stronger entrepreneurial intentions than non-mentees, identifying mentorship as a motivational and confidence-

building mechanism that shapes entrepreneurial engagement. In support of this, Alkhulaifi et al. (2023) revealed

Okonkwo and Adebayo (2024) found that mentorship promotes innovation, problem-solving, and access to vital

business networks, which collectively support entrepreneurial sustainability. Hence, these findings affirm that

mentorship serves as a crucial complement to entrepreneurship pedagogy by bridging the gap between theory

and practice, strengthening self-efficacy, adaptability, innovation, and ultimately creating an enabling

environment where entrepreneurial aspirations can be transformed into tangible entrepreneurial action.

Moreover, lecturer competence was found to significantly predict entrepreneurship intention (β = 0.310, p <

0.05), ranking second only to curriculum in terms of explanatory strength. This result shows that without

strategies translate into meaningful entrepreneurial outcomes.

Generally, the findings affirm that entrepreneurship intention is best understood as an outcome of a holistic

institutional ecosystem comprising curriculum design, pedagogical approaches, mentorship structures, and

lecturer competence. The negative constant further reinforces that entrepreneurial aspirations are unlikely to

emerge spontaneously without these enabling factors. The convergence between the current findings and prior

empirical evidence strengthens the argument that entrepreneurship education must extend beyond knowledge

transmission to encompass experiential learning, supportive mentorship, competent teaching, and institutional

backing. Accordingly, higher education institutions in Nigeria must adopt integrated strategies that cultivate

entrepreneurial mindsets among graduates.

the TPB components. While curriculum and pedagogy enhance positive attitudes, mentorship strengthens

subjective norms, and lecturer competence fosters perceived behavioural control, thereby collectively promoting

entrepreneurial intention. These results highlight that effective institutional mechanisms are indispensable for

nurturing graduates’ entrepreneurial aspirations, particularly in a context such as Nigeria, where graduate

unemployment remains a pressing concern and entrepreneurship serves as a viable pathway to socio-economic

development.

From a policy standpoint, the study recommends making hands-on, project-based entrepreneurship modules

compulsory across all disciplines, rather than limiting them to theoretical electives for business students. It also

suggests organising faculty training in partnership with industry or local enterprises to enhance lecturers’

practical entrepreneurial experience. Finally, the study advocates establishing a structured mentorship