عنوان

Entrepreneurship Education:

Number

TLpq2446744598

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Entrepreneurship Education:

General Material Designation

[Thesis]

First Statement of Responsibility

Balogun, Olumoroti G.

Title Proper by Another Author

A Study of Culture, Mindsets and Teaching Practices in Nigeria

Subsequent Statement of Responsibility

McKee, Annie

Name of Publisher, Distributor, etc.

University of Pennsylvania

Date of Publication, Distribution, etc.

2020

Specific Material Designation and Extent of Item

236

Dissertation or thesis details and type of degree

Ed.D.

Body granting the degree

University of Pennsylvania

Text preceding or following the note

2020

Text of Note

Unemployment across the African continent is rising at alarming rates and is significantly higher than the world's average. Job creation and quality education at scale have therefore been at the top of the national agenda for most African economies. Entrepreneurship is a significant global activity that helps transform economies and inspire public policy. Over the past few years, entrepreneurship education has witnessed phenomenal growth, and many universities around the world now offer a diversified portfolio of entrepreneurship programs, including undergraduate, graduate and executive education certificates. In Africa, some countries (for example, Nigeria) have made entrepreneurship education a compulsory component of higher education curriculum through policy recommendations and enforcement. For policy initiatives to succeed, universities need to accelerate the infrastructural and instructional capacities around entrepreneurship development through enhanced pedagogy, adoption of innovative experiential learning tools, and increased quality of education and research. Entrepreneurship educators therefore should play a central role in driving to these objectives. This mixed methods study explored the perceptions of 25 Entrepreneurship Educators regarding their teaching practices and its relationship to student entrepreneurial abilities (defined here as skills and intentions). The primary method of data collection were in-depth interviews, supported with quantitative data using both the Core Score Skills Assessment and the Entrepreneurial Intentions Questionnaire. Qualitative data was analyzed using an inductive thematic analysis process and four key findings emerged from this study. a) Ethnic entrepreneurial practices and sociocultural norms contribute significantly to the efficacy of Entrepreneurship Educators. b) Teaching entrepreneurship is a mindset that requires whole self-learning, nurturing relationships and embracing progressive experiential learning approaches within the local context. c) No significant relationships were discovered between the Educators Teaching Practices and other key variables like Entrepreneurial Skills and Intentions. In addition, a student's Entrepreneurial Skills developed has no significant impact on their Intentions. d) Strong positively significant relationships exists between Experiential Teaching Effectiveness and the students Entrepreneurial Intentions. This study contributes to existing literature by shedding light on the importance of sociocultural norms in designing entrepreneurial learning experiences and the critical role the mindset and /or emotional intelligence of Entrepreneurship Educators plays in enabling entrepreneurial intentions.

Education

Entrepreneurship

Pedagogy

Balogun, Olumoroti G.

McKee, Annie

Electronic name

p

[Thesis]

276903

a

Y