IMPACT OF ENTREPRENEURSHIP EDUCATION ON ENTREPRENEURIAL INTENTION: A CASE STUDY OF YOUTH IN KADUNA STATE UNIVERSITY
- Project Research
- 1-5 Chapters
- Quantitative
- Chi-Square
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
Background of the study
Entrepreneurship is rapidly being recognized for its role in job creation and economic growth, as well as its use in improving a region's, state's, or country's competitiveness (Davey, Hannon & Penaluna, 2016). According to Davey et al. (2016), entrepreneurship may also be viewed as a career opportunity, with new business starts creating more work prospects in society at the same time. Entrepreneurship serves as a stimulant for national prosperity. Krueger, 2016); and as a result, global interest in entrepreneurship education (EE) is growing (Bell & Bell, 2016). To encourage social, economic, and organizational growth, the educational system places a strong emphasis on entrepreneurship and venture formation. This has resulted in a significant increase in the development of entrepreneurship as an academic subject during the previous two decades (Bell & Bell, 2016; Fayolle, 2015).
According to a recent paper by Kakouris and Georgiadis (2016), the UK government is taking substantial steps to modernize its policies on entrepreneurial education, which they regard as critical to employability. Indeed, entrepreneurial education is a key element of industrialized, knowledge-based economies and a driver of endogenous economic development. Furthermore, Kakouris and Georgiadis (2016) state that one of the common goals of international educational institutions is to inculcate entrepreneurial purpose in graduates through entrepreneurship education. As a result, there have been ongoing initiatives in recent years to provide entrepreneurial education. By 2006, there were over 2,000 entrepreneurship courses offered at over 1,600 colleges throughout the world (Hisrich, 2016).
The majority of the colleges offering these courses, however, were situated in the United States. According to Couetil, Shartrand, and Reed (2016), approximately 3,000 universities in the United States offered these courses in 2016 in a variety of formats, including entrepreneurship majors, minors, certificates, and experiential learning opportunities. Scholars have recently proposed that entrepreneurship education and the probability of graduates to become entrepreneurs by establishing start-ups have a significant link (Davey, Hannon, & Penaluna, 2016). "...entrepreneurship education can impact the thinking and action of the academic or student," it has been claimed (Davey et al., 2016). Furthermore, entrepreneurship education, according to Davey et al. (2016), can affect the entrepreneurial attitude in a variety of ways.
For example, some students may aim to start their own business after finishing a course of study. Students' opinions of entrepreneurship may be altered, according to Kraaijenbrink et al. (2015), highlighting the university's role in developing a good image. Verheul et al. (20015) conclude that student entrepreneurial competences, behaviors, and intents may be cultivated through education when examining the nurturing function of universities in developing entrepreneurial careers (Davey et al., 2016).
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