This study explores the internal and external views of entrepreneurship among students from various fields of study, including medicine, law, business, engineering and humanities. It investigates the likelihood of students engaging in entrepreneurial activities within their respective fields and identifies target groups with less positive perceptions and lower inclinations towards entrepreneurship. Through a combination of qualitative and quantitative research methods, including a literature review and an interview with an entrepreneur from the medical field, we found that students in medicine show the least interest in entrepreneurship, while students in business show the highest, with other fields of study falling in between. These insights highlight the need for comprehensive entrepreneurship education and courses tailored to the specific fields of study to foster an entrepreneurial mindset among students by exposing them to its possibilities. By promoting innovation and entrepreneurial thinking, such initiatives hold significant potential for creating valuable opportunities within different academic domains.

<p>Government efforts to improve the self-employment prospects of persons with disabilities are increasing, yet there is a dearth of information about the outcomes of these initiatives. Further, methodological limitations in the entrepreneurship literature make it difficult to determine the effectiveness of entrepreneurship education more generally. This three-wave, quasi-experimental study provides the first quantitative examination of the outcomes of entrepreneurship education programs for persons with disabilities, indicating that the programs are effective in helping participants to create their own businesses. Contributions are also made to entrepreneurship pedagogy via the first quantitative assessment of the place-train model applied to entrepreneurship development, showing that this approach when combined with financial incentives yields significantly better results than the train-place approach without financial incentives. The study contributes to theory building in entrepreneurship by investigating theory of planned behaviour relationships that have not been adequately assessed, showing significant relationships between intentions and nascent gestation behaviours. The relationship between nascent gestation behaviours and actual business creation is also shown, thus helping to demonstrate the value of utilizing the theory of planned behaviour in examining education interventions designed to promote business creation. Also, the study assesses whether those persons with disabilities who are successful at creating their own businesses have an associated increase in self-esteem, and thus the potential to reap both economic and social psychological rewards, with results indicating it is the activity of trying to start a business, rather than actual business creation, that best predicts increases in self-esteem.</p> / Doctor of Philosophy (PhD)

The present study assessed the effectiveness of Entrepreneurship Education (EE) in Private Higher Education institutions in Botswana. The assessment of the effectiveness of EE serves as a context of finding ways of addressing challenges and proposing a model for implementing effective EE in Botswana Private Higher Education Institutions. The study adopted a positivism paradigm. A quantitative approach was employed. A survey design was used in the empirical study and a self-constructed questionnaire was used to collect data. Two hundred and forty-nine students exposed to EE and fifty-two commercial college/university lecturers participated in the study. The Social Science Statistical Package (SPSS) version 22 was applied to analyse the data. Chi-square tests were calculated. Ratios were calculated to show the ratings of each item. This study revealed that EE’s curriculum structure such as objectives, content, implementation, and assessment affected its effectiveness. The study also revealed that Botswana Private Higher Education Institutions did not have material resources to effectively EE. The current study also established that even though stakeholders had positive attitudes towards EE, entrepreneurial culture in Gaborone was weak. Findings of the study also revealed that there was no comprehensive EE policy for its effective implementation in tertiary institutions. The present study recommended that the implementation of EE would be improved through the restructuring of the curriculum, the provision of resources and the need to formulate mandatory policies and legislation for its implementation. / Psychology of Education / D. Ed. (Psychology of Education)

Youth unemployment continues to be a problem globally, South Africa included. Amongst the remedies for youth unemployment was entrepreneurship. Entrepreneurship is regarded as the key pillar to economic growth and job creation. Furthermore, entrepreneurship education is beheld as stimulating entrepreneurial activity, enabling people to identify opportunities and start new business ventures. The primary focus of the study was to assess the effectiveness of entrepreneurship education in the high school learners in the city of Tshwane. The study was quantitative in nature, and utilised judgemental purposive sampling method as an approach to select the sample. The sample consisted of 240 grade 12 learners with entrepreneurship education in the form of Economic Management Science (EMS) as part of their syllabus. This sample was selected from high schools in three townships in the City of Tshwane namely Mamelodi, Atteridgeville and Soshanguve. A structured close-ended questionnaire was used to collect data. The analysis of the data was done using descriptive and inferential statistics using SPSS software. According to the literature reviewed, knowledge and skills gained from entrepreneurship education programmes stimulate learners’ entrepreneurship intentions and challenge learners to establish new businesses. The factors that emerged from the finding of the study were entrepreneurship skills, entrepreneurship knowledge, experiential learning, theoretical education and exploration of entrepreneurship. The findings have proven that there is a relationship between theoretical education, and experiential learning with learners’ intention towards entrepreneurship. Furthermore, experiential learning was found to have a significant influence in developing entrepreneurship knowledge, entrepreneurship skills and entrepreneurship intention in learners. With these findings the objectives and hypothesis of the study were addressed. The recommendations made to address the objectives of the study include one for learners to interact with business people globally, one for policy makers to enforce compulsory entrepreneurship education at high school level, one for educators to make use of experimental learning for entrepreneurship education and one for future studies to investigate the influence of family business on learner entrepreneurship intention. / Business Management / M. Com. (Business Management)

No description available.

PhD. (Department of Business Administration, Faculty of Management Sciences), Vaal University of Technology. / Entrepreneurial intention (EI) is considered as an element used by researchers to measure the propensity of individuals to become entrepreneurs. Higher education institutions (HEIs) have been utilised globally by governments as mechanisms to increase the EIs of students by establishing entrepreneurship as an academic discipline and instituting entrepreneurship programmes at all educational levels. However, in South Africa, the Global Entrepreneurship Monitor (GEM) reports a decline in EIs in the last decade of the population aged 18-64 years. The current study investigated the influence of the entrepreneurship education (EE) at one selected Technical and Vocational Education and Training (TVET) college and a University of Technology (UOT) located in the Gauteng Province, South Africa through a comparative analysis. The Theory of Planned Behaviour (TPB) and the Theory of Reasoned Action (TRA) were used as theories to underpin the study. In addition, Self-efficacy (SE), Need to Achieve (NA) and Instrumental Readiness (IR) were included as constructs to examine further variables for EIs. The study adopted a survey design and followed a quantitative research approach in determining the relationship between the identified variables. A self-administered survey questionnaire was used to gather the data from the sampled students at the selected HEIs. The total number of usable questionnaires was 390 from the TVET college and 362 from the UOT, giving a total of 752 responses. The empirical analysis was performed by means of the descriptive statistics, exploratory factor analysis (EFA), Pearson correlations, and regression analysis. The descriptive analysis procedure was utilised to examine the demographic profile of the respondents as well as the perceptions of the respondents towards the research constructs of the study. The EFA procedure confirmed that all measurement scales applied in the study were unidimensional. The Pearson correlation analysis was used to examine the linear association between the constructs while the regression analysis was used to test the hypotheses. The results of the hypotheses tests revealed that EE was statistically significant in predicting the EI of the students from both the TVET college and UOT. The tests further revealed that EE was also statistically significant in predicting the Attitude towards Behaviour (ATB), Subjective Norm (SN), Perceived Behavioural Control (PBC), SE, NA and IR of the students from both HEIs in a similar manner. However, PBC, SE, and NA were found to be statistically insignificant for the TVET college students while for the UOT students only SN, NA and IR were statistically insignificant. The study concludes that EE is an important tool that can be used to enhance the EI of the students at both types of HEIs. It further draws the conclusion that students from the TVET college are more dependent on external factors such as the support of their families and friends as well as the availability of resources to start thinking of starting their own business, whereas those from the UOT are more reliant on internal motivation. Based on the results, the study recommends that subjects in the curriculum in HEIs should have a learning unit dedicated to stimulating entrepreneurship amongst students. Such an approach might inspire students to venture into entrepreneurship.

Owing to the fact that entrepreneurship is widely considered to be a mechanism for reducing unemployment, the purpose of the study was to assess whether final-year Commerce students in the predominantly rural provinces, the Eastern Cape Province and the Limpopo Province, have the intention to start their own businesses.The study draws heavily from entrepreneurial intent models and focuses on the relationship between three key variables, namely, exposure to entrepreneurship education, awareness of entrepreneurial support and social capital to establish whether they are related to the intention of final-year Commerce studentsto start their own businesses. The literature review concentrated on entrepreneurial intent and entrepreneurial intent models; government entrepreneurial support initiatives in South Africa and in other countries and their role in the development of entrepreneurial intent, emergence of new ventures and the growth of small, medium and micro enterprises (SMMEs); entrepreneurship education and its role in enhancing entrepreneurial self-efficacy, entrepreneurial competencies and entrepreneurial intent;the influence of social capital on entrepreneurial intent and the different stages on the new venture life-cycle; and concludes with the link between entrepreneurship and the establishment of SMMEs. A survey was conducted among National Diploma (ND): Internal Auditing, Cost and Management Accounting and Financial information systems students (IAUD, CMA and FIS) (who had six months exposure to entrepreneurship education), ND: Entrepreneurship/Small Business Management (E/SBM) (who had three years exposure to entrepreneurship education) and ND: Management (without exposure to entrepreneurship education). The respondents for the study comprised 355 final year students of which 276 were from Walter Sisulu University in the Eastern Cape Province and 79 were from Tshwane University of Technology (Polokwane Campus) in the LimpopoProvince.Data was analysed using descriptive statistics and nonparametric statistics. The findings reveal that the majority of the respondents had the intention to start a business in the future.The entrepreneurial intent of the ND: E/SBM students was v stronger than the entrepreneurial intent of the ND: IAUD, CMA and FIS students and ND: Management students. Some significant relationships were found between entrepreneurial intent and the key variables of the study. / Business Management / D.Com. (Business Management)

Entrepreneurship education can contribute beneficially to learners’ schooling and should be structured and implemented (within programmes or curricula) to facilitate these benefits. In the South African secondary school curriculum, only Consumer Studies includes significant entrepreneurship education. Despite this potential of Consumer Studies, entrepreneurship education benefits do not always reach learners, due to underprepared teachers and the ineffective implementation of the curriculum. The study aimed to explore how and to what extent entrepreneurship education is embedded in the intended and enacted curriculum for Consumer Studies, with the purpose of proposing a framework to provide guidance to teachers for the effective structuring and implementation of entrepreneurship education in Consumer Studies. A multi-phase sequential exploratory and descriptive mixed-methods research design, rooted in constructivism, was used. Document analysis, an online survey and focus group interviews were used for data collection. Initially, entrepreneurship education in the overall South African secondary school curriculum was explored. Subsequently, entrepreneurship education in the Consumer Studies curriculum was focused on, investigating (a) the potential value it contributes to the subject, (b) the extent to which the curriculum is structured to support trepreneurship education, and (c) how teachers implement it in practice. Phase 3 identified best practice for entrepreneurship education internationally, which was compared to the findings from the previous two phases. Based on the previous findings, a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies, was ultimately proposed. It was apparent from the findings that entrepreneurship education only appears infrequently, unstructured and in isolated subjects in South Africa. Furthermore, even though Consumer Studies has great potential to contribute value to learners’ lives and is well structured to support constructivist entrepreneurship education, it transpired that this potential does not always reach learners, owing to the ineffective structuring and implementation of the curriculum. This study revealed the dearth of well-structured entrepreneurship education as part of the South African secondary school curriculum, with the exception of Consumer Studies. We anticipate that the framework will enhance teachers’ implementation of entrepreneurship education in Consumer Studies, which should augment the benefits thereof for learners. / Summary in English, Xhosa and Zulu / Thuto ya bogwebi e ka tshwaela ka tsela e e mosola mo go ithuteng ga morutwana mme e tshwanetse go rulaganngwa le go diragadiwa (mo mananeong gongwe kharikhulamo) go gokaganya dipoelo tseno. Mo kharikhulamong ya dikolo tsa sekontari tsa Aforikaborwa, ke fela Dithuto tsa Badirisi tse di akaretsang thuto e e botlhokwa ya bogwebi. Le fa go ntse go na le bokgoni jono mo Dithutong tsa Badirisi, dipoelo tsa thuto ya bogwebi ga di fitlhelele barutwana ka gale ka ntlha ya barutabana ba ba sa ipaakanyang mo go lekaneng le tiragatso e e seng mosola ya kharikhulamo. Maikaelelo a thutopatlisiso e ne e le go sekaseka gore thuto ya bogwebi e tseneletse go le kana kang le gone jang mo kharikhulamong e e lebeletsweng le e e fetisitsweng ya Dithuto tsa Badirisi, ka maikaelelo a go tshitshinya letlhomeso la go tlamela barutabana ka kaedi ya go rulaganya le go diragatsa thuto ya bogwebi mo Dithutong tsa Badirisi ka tsela e e mosola. Go dirisitswe mokgwa wa patlisiso wa magatomantsi le o o kopaneng mme o theilwe mo go lebeleleng maitemogelo. Go dirisitswe tshekatsheko ya dikwalo, tshekatsheko ya mo inthaneteng mmogo le dipotsolotso tsa ditlhopha tse di rileng go kokoanya data. Kwa tshimologong go ne ga sekasekiwa thuto ya bogwebi mo kharikhulamong ya dikolo tsa sekontari tsa Aforikaborwa ka kakaretso. Morago ga moo, go ne ga lebelelwa thuto ya bogwebi mo kharikhulamong ya Dithuto tsa Badirisi, go sekasekiwa (a) boleng jwa bokgoni jo e bo tshwaelang mo serutweng, (b) gore kharikhulamo e rulagantswe go tshegetsa thuto ya bogwebi go fitlha fa kae, le (c) ka moo barutabana ba e diragatsang ka gona. Legato la 3 le supile ditiragatso tse di gaisang tsa thuto ya bogwebi boditšhabatšhaba, tse di neng tsa bapisiwa le diphitlhelelo go tswa kwa magatong a mabedi a a fetileng. Go ikaegilwe ka phitlhelelo tse di fetileng, go ne ga felelediwa go tshitshintswe letlhomeso la go rulaganya le go diragatsa thuto ya bogwebi ka bokgoni mo Dithutong tsa Badirisi. Go ne go bonala go tswa mo diphitlhelelong gore thuto ya bogwebi e tlhagelela fale le fale, e sa rulagana mme gape e le mo dirutweng tsele le tsele mo Aforikaborwa. Mo godimo ga moo, le fa Dithuto tsa Badirisi di na le bokgoni jo bogolo jwa go oketsa boleng mo matshelong a barutwana mme di rulagane sentle go ka tshegetsa thuto ya bogwebi e e ikaegang ka maitemogelo, go tlhageletse gore ga se gantsi bokgoni jono bo fitlhelelang barutwana, ka ntlha ya thulaganyo le tiragatso e e seng mosola ya kharikhulamo. Thutopatlisiso eno e senotse tlhaelo ya thuto ya bogwebi e e rulaganeng sentle jaaka karolo ya kharikhulamo ya dikolo tsa sekontari tsa Aforikaborwa, kwa ntle fela ga Dithuto tsa Badirisi. Re solofela gore letlhomeso le tlaa tokafatsa tiragatso ya barutabana ya thuto ya bogwebi mo Dithutong tsa Badirisi, tse di tshwanetseng go oketsa mesola mo barutwaneng. / Imfundo yezamabhizinisi (intrepreneurship education) ingalekelela kakhulu impela, ihlomulise umfundi emfundweni yakhe, futhi kumele ihleleke futhi iqaliswe (ngaphakathi ezinhlelweni zokufunda noma amakharikhulamu) ngendlela ezohlinzeka umfundi ngale mihlomulo. Kwikharikhulamu yezikole zamabanga aphezulu (amasekhondari) zaseNingizimu Afrika, yisiFundo Sezabathengi (Consumer Studies) kuphela esiqukethe ingxenye enkundlwana impela yemfundo yezamabhizinisi. Nakuba isiFundo Sezabathengi sihlinzeka ngalolu sizo, imfundo yezamabhizinisi ayivamisile ukufinyelela kubafundi, ngenxa yothisha abangavuthiwe kahle noma abangazilungiselele ngokwanele, kanye nokuqaliswa nokuqhutshwa kwekharikhulamu ngendlela engagculisi neze futhi engakhiqizi izithelo ezinhle. Lolu cwaningo kuhloswe ngalo ukuhlola nokuhlaziya ukuthi imfundo yezamabhizinisi ifakwe kanjani futhi kangakanani kwikharikhulamu ehlosiwe futhi esiphasisiwe yesiFundo Sezabathengi, ngenhloso yokwenza isiphakamiso sohlaka oluzolekelela futhi lube ngumhlahlandlela wothisha ekuhleleni kahle nokuqhuba imfundo yezamabhizinisi esiFundweni Sezabathengi. Kulolu cwaningo kwasetshenziswa idizayini yocwaningo ehlolayo ezigaba-ziningi ezilandelanayo kanye nedizayini yocwaningo esebenzisa izindlela ezixubile ezichazayo, ezigxile ku-constructivism. Ukuhlaziywa kwemibhalo, ucwaningokuhlola (isaveyi) lweinthanethi kanye nezimposamibuzo (interviews) ezigxile emaqenjini athile, kwasetshenziselwa ukuqoqa idatha. Ekuqaleni, kwahlolwa futhi kwahlaziywa imfundo yezamabhizinisi kwikharikhulamu yonkana yezikole zamabanga aphezulu zaseNingizimu Afrika. Emva kwalokho, kwagxilwa kwimfundo yezamabhizinisi esiFundweni Sezabathengi, kuphenywa (a) ubugugu nokubaluleka kwemfundo yezamabhizinisi kulesi sifundo, (b) izinga lokuhleleka kwekharikhulamu ukuze ikwazi ukweseka imfundo yezamabhizinisi, kanye (c) nokuthi othisha bangayiqalisa futhi bayiqhube kanjani ngokoqobo futhi ngendlela ephathekayo imfundo yezamabhizinisi. Isigaba 3 sahlonza inkambiso yemfundo yezamabhizinizi ephuma phambili emhlabeni wonke jikelele, eyaqhathaniswa nalokho okwatholwa ezigabeni ezimbili ezedlule. Ngokususela kulokho okwatholwa ezigabeni ezedlule, kwahlongozwa uhlaka lokuhlelwa nokuqaliswa kahle kwemfundo yezamabhizinisi esiFundweni Sezabathengi. Uma kubhekwa izinto ezatholakala ocwaningweni, kwabonakala ngokucacile ukuthi imfundo yezamabhizinisi yayithe gqwa gqwa laphaya nalaphaya, futhi itholakala ngendlela engahlelekile, ezifundweni ezithile, ezimbalwa eNingizimu Afrika. Ngaphezu kwalokho, nakuba isiFundo Sezabathengi singaba nomthelela omuhle kakhulu ezimpilweni zabafundi futhi sikulungele noma sihleleke kahle ukuze sikwazi ukweseka i-constructivist entrepreneurship education, kwahlaluka ukuthi lo mthelela omuhle awuvamisile nezeukufinyelela kubafundi, ngenxa yokungahlelwa kahle kanye nokungaqaliswa ngendlela efanele kwekharikhulamu. Lolu cwaningo lwabonisa ukuntuleka kwemfundo yezamabhizinisi ehleleke kahle, njengengxenye yekharikhulamu yezikole zamabanga aphezulu zaseNingizimu Afrika, ngaphandle kwesiFundo Sezabathengi. Sibheke ukuthi lolu hlaka lwenze ngcono ukuqaliswa nokuqhutshwa kwemfundo yezamabhizinisi ngaphansi kwesiFundo Sezabathengi, futhi lokho kuyokhulisa imihlomulo yemfundo yezamabhizinisi kubafundi. / Curriculum and Instructional Studies / D. Phil. (Curriculum Development)

Industrial design is recognised for the value-oriented benefits it offers to businesses. Industrial design ensures that new products are more efficient, usable, convenient and safe to use within the evolving business environment. One of the important factors for the continuous achievement of high product quality and general economic growth and stability in countries such as West Germany, Korea and Japan is their sound industrial design base. Industrial design programmes can be instrumental to ignite an entrepreneurial and innovation spirit to assist in curbing the high unemployment rate and very low levels of entrepreneurial intentions in South Africa. The core of tertiary industrial design students has unique capabilities that can assist the South African economy to stimulate manufacturing, job creation and economic growth. The purpose of this study was to investigate the entrepreneurial intentions among industrial design students enrolled for the programme in Three-Dimensional Design, at Universities of Technology in South Africa. In addition, this study investigates the relationship between entrepreneurial intentions and actual business formation by graduates of the programme. Studies have been carried out in South Africa on entrepreneurial intentions, but not on the formation, occurrence and implementation of entrepreneurial intentions amongst industrial design students, specifically. To test the links between business education and entrepreneurial intentions, a research model based on Ajzen’s (1985) Theory of Planned Behaviour was adopted and tested using quantitative empirical data collected from students in industrial design at two Universities of Technology. Quantitative data were collected from a sample of 161 participants using a validated self-administered questionnaire. IBM SPSS and STATA were used to conduct descriptive statistics, Chi-square tests, factor analysis, reliability and structural equation modelling on the primary quantitative data. The empirical evidence partially supports the effectiveness of the Theory of Planned Behaviour in predicting entrepreneurial intentions. Although perceived social norms and self-efficacy is positively related to entrepreneurial intentions, results failed to reach statistical significance. However, personal attitude was found to mediate the relationship between these variables and entrepreneurial intention. Whilst business education is positively related to self-efficacy, entrepreneurial knowledge is positively related to higher levels of personal attitude and self-efficacy. The transformation of entrepreneurial intentions into actual business start-ups were investigated using qualitative empirical data collected from past graduates of the Three-Dimensional Design programme. Qualitative data were collected from a sample of 22 graduates through structured interviews. ATLAS.ti version 7.5.9 was used to analyse the qualitative data. The researcher provided evidence that there is a relationship between entrepreneurial intentions and the actual start-up of a business, as 45.5 per cent of graduates started businesses. Furthermore, business education positively influenced the actual start-up of businesses. However, graduates experienced many challenges to business start-up, with implications for the teaching of business subjects and for policy makers. / Business Management / D. Com. (Business Management)

Owing to the fact that entrepreneurship is widely considered to be a mechanism for reducing unemployment, the purpose of the study was to assess whether final-year Commerce students in the predominantly rural provinces, the Eastern Cape Province and the Limpopo Province, have the intention to start their own businesses.The study draws heavily from entrepreneurial intent models and focuses on the relationship between three key variables, namely, exposure to entrepreneurship education, awareness of entrepreneurial support and social capital to establish whether they are related to the intention of final-year Commerce studentsto start their own businesses. The literature review concentrated on entrepreneurial intent and entrepreneurial intent models; government entrepreneurial support initiatives in South Africa and in other countries and their role in the development of entrepreneurial intent, emergence of new ventures and the growth of small, medium and micro enterprises (SMMEs); entrepreneurship education and its role in enhancing entrepreneurial self-efficacy, entrepreneurial competencies and entrepreneurial intent;the influence of social capital on entrepreneurial intent and the different stages on the new venture life-cycle; and concludes with the link between entrepreneurship and the establishment of SMMEs. A survey was conducted among National Diploma (ND): Internal Auditing, Cost and Management Accounting and Financial information systems students (IAUD, CMA and FIS) (who had six months exposure to entrepreneurship education), ND: Entrepreneurship/Small Business Management (E/SBM) (who had three years exposure to entrepreneurship education) and ND: Management (without exposure to entrepreneurship education). The respondents for the study comprised 355 final year students of which 276 were from Walter Sisulu University in the Eastern Cape Province and 79 were from Tshwane University of Technology (Polokwane Campus) in the LimpopoProvince.Data was analysed using descriptive statistics and nonparametric statistics. The findings reveal that the majority of the respondents had the intention to start a business in the future.The entrepreneurial intent of the ND: E/SBM students was v stronger than the entrepreneurial intent of the ND: IAUD, CMA and FIS students and ND: Management students. Some significant relationships were found between entrepreneurial intent and the key variables of the study. / Business Management / D.Com. (Business Management)