Like most developing countries, South Africa is characterised by high rates of unemployment in general and even more so among the youth and graduates. One solution to this unemployment problem is encouraging people to become entrepreneurs. Most findings reveal however that entrepreneurial activities among the youth in general and university graduates in particular are low. Since entrepreneurial intention is the main precursor of future entrepreneurial actions, a secondary research was undertaken in this study to discover which factors influence entrepreneurial intention in order to increase students’ future entrepreneurial behaviour. Various determinants of entrepreneurial intention were found in the literature, but none of the previous studies investigated the influence of happiness on entrepreneurial intention, despite the growing importance of research on happiness. Consequently, the primary objective of this study was to identify and empirically test the possible influence of various determinants of students’ Perceived happiness on their Entrepreneurial intention at a higher educational institution in South Africa. The comprehensive literature review that was undertaken revealed eleven independent variables that could potentially influence students’ Perceived happiness. These independent variables were regrouped under two main categories, namely sociodemographic factors and psychological factors. Socio-demographic factors included: Perception of wealth, Satisfaction with health, Perception of employment, Leisure, Social relationships and Religion. On the other hand, psychological factors included: Extroversion, Neuroticism, Optimism, Self-esteem and Goals achievement. The independent variables, the mediating variable (Perceived happiness), as well as the dependent variable (Entrepreneurial intention) were clearly defined and operationalised and a hypothesised model, suggesting the hypotheses between the variables was built. During the creation of the measuring instrument, items were sourced from both reliable and valid scales used in previous studies, as well as self-generated items. The respondents of this study were identified through the simple random sampling technique and an electronic questionnaire was sent to each one of them. In total, 806 usable questionnaires were returned and data was subjected to several statistical analyses. An exploratory factor analysis was conducted to assess the validity of the measuring instrument, whereas reliability was gauged by calculating Cronbach’s alpha coefficients. These two tests allowed the extraction of the dependent variable (Entrepreneurial intention), the mediating variable (Perceived happiness) and seven independent variables, namely Perception of wealth, Perception of employment, Leisure, Religion, Extroversion, Neuroticism and finally Goals achievement. Pearson’s correlation coefficients were calculated in order to assess the degree of correlation or association that existed between the variables investigated in the present study. Multiple regressions analyses were used to test the influence of the independent variables on the mediating variable, whereas simple regression analysis was used to assess the influence of the mediating variable on the dependent variable. Additionally, a series of multiple regression analyses was conducted in order to verify the mediating effect of Perceived happiness between all the independent variables and Entrepreneurial intention. The following independent variables were identified as influencing the mediating variable Perceived happiness, namely: Perception of employment; Leisure; Religion; Extroversion; Neuroticism; and Goals achievement. The results of the series of multiple regression analyses revealed that Perceived happiness had a positive influence on Entrepreneurial intention. However, Perceived happiness did not mediate the relationships between the independent variables and Entrepreneurial intention. Thus, the following independent variables were identified as having a direct influence on the dependent variable Entrepreneurial intention, namely: Perception of wealth; Religion; Perception of employment; Extroversion; and Goals achievement. In order to investigate the influence of various demographic variables on the independent, the mediating and the dependent variables, an analysis of variance (ANOVA) was performed. The demographic variables Gender, Population group, Year of study and Faculty had influences on the dependent variable, Entrepreneurial intention, whereas only Population group and Faculty had influences on the mediating variables, Perceived happiness. By empirically investigating the influence of students’ Perceived happiness on their Entrepreneurial intention, this study has expended the limits of knowledge on both happiness and entrepreneurial intention research. It has made a significant contribution towards understanding the factors influencing students’ Perceived happiness and their Entrepreneurial intention. In addition, practical suggestions and recommendations towards increasing students’ levels of Perceived happiness and aspirations to become entrepreneurs after completing their studies have been proposed to students, lecturers and university management.

The purpose of this study secondary schools and industries in Botswana support the inculcation and development of entrepreneurial attributes. Concurrently, it investigated consonance between the attributes fostered in senior secondary schools and those required by Botswana's manufacturing industries. Hence, it investigated images, perceptions and attitudes among students and teachers in senior secondary schools and industrialists towards entrepreneurial skills and attributes. It also investigated levels of social acceptance for entrepreneurial attributes, teaching/learning approaches in schools, classroom and industrial dynamism and the utility potential of entrepreneurial skills and attributes as perceived by students, teachers and industrialists. The research design used was the investigative descriptive survey targeting students and teachers in senior secondary schools and industrialists in Botswana's manufacturing sector. A questionnaire was used for collecting data. Statistical analysis involved descriptive statistics, cross tabulation and correlation using the SPSS computer package. The research findings indicated a correlation in the students' and teachers' perceptions of an entrepreneur relating an entrepreneur with psychological traits and an enterprise. The findings also indicated that teachers are more disposed towards entrepreneurial attributes than students and industrialists who are more disposed towards traditional conformist academic attributes. All the respondents indicated a dislike for autonomy and risk taking. The reward and progression systems seemed to favour the inculcation of traditional conformist attributes. The study also revealed that industrialists in Botswana prefer conformist and selfmanagement skills to entrepreneurial skills and attributes. Individual entrepreneurial attributes seemed to have a minimal influence on industrial dynamism. Entrepreneurial and incubator occupations were ranked least by teachers and students in the hierarchy of occupations. On implementation procedures, teachers preferred teaching methods and materials which enhance the acquisition of entrepreneurial attributes while students, preferred those enhancing traditional conformist attributes. There is a disjunction between the skills and attributes inculcated in schools and those required in the manufacturing industries. A hi-perceptual composite entrepreneurial curriculum focusing on entrepreneurial psychological skills and attributes and enterprise as a physical phenomenon was recommended. / Curriculum and Instructional Studies / D. Ed. (Didactics)

A research report submitted to the faculty of commerce, law and management, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of master of management (ENVC) Johannesburg, June 2017 / Entrepreneurship has come to be an essential subject in recent years.The primary objective of this research paper was to assess the entrepreneurial intent and perseverance for secondary school learners in Ka-Nymazane township [Abbreviated Abstract. Open document to view full version] / MT 2017

The purpose of this study secondary schools and industries in Botswana support the inculcation and development of entrepreneurial attributes. Concurrently, it investigated consonance between the attributes fostered in senior secondary schools and those required by Botswana's manufacturing industries. Hence, it investigated images, perceptions and attitudes among students and teachers in senior secondary schools and industrialists towards entrepreneurial skills and attributes. It also investigated levels of social acceptance for entrepreneurial attributes, teaching/learning approaches in schools, classroom and industrial dynamism and the utility potential of entrepreneurial skills and attributes as perceived by students, teachers and industrialists. The research design used was the investigative descriptive survey targeting students and teachers in senior secondary schools and industrialists in Botswana's manufacturing sector. A questionnaire was used for collecting data. Statistical analysis involved descriptive statistics, cross tabulation and correlation using the SPSS computer package. The research findings indicated a correlation in the students' and teachers' perceptions of an entrepreneur relating an entrepreneur with psychological traits and an enterprise. The findings also indicated that teachers are more disposed towards entrepreneurial attributes than students and industrialists who are more disposed towards traditional conformist academic attributes. All the respondents indicated a dislike for autonomy and risk taking. The reward and progression systems seemed to favour the inculcation of traditional conformist attributes. The study also revealed that industrialists in Botswana prefer conformist and selfmanagement skills to entrepreneurial skills and attributes. Individual entrepreneurial attributes seemed to have a minimal influence on industrial dynamism. Entrepreneurial and incubator occupations were ranked least by teachers and students in the hierarchy of occupations. On implementation procedures, teachers preferred teaching methods and materials which enhance the acquisition of entrepreneurial attributes while students, preferred those enhancing traditional conformist attributes. There is a disjunction between the skills and attributes inculcated in schools and those required in the manufacturing industries. A hi-perceptual composite entrepreneurial curriculum focusing on entrepreneurial psychological skills and attributes and enterprise as a physical phenomenon was recommended. / Curriculum and Instructional Studies / D. Ed. (Didactics)

The previous economic structure in South Africa was well served by the FET College institutions in that they provided a resource pool for large companies and organisations. This however, developed a student mindset of becoming an employee instead of the employer of an organisation. With an economy in transition, privately owned companies or organisations now account for an increasing proportion of economic development. Hence, FET Colleges need to redefine their role in the economy and society, specifically in the type of entrepreneurship courses they offer. This study examines the provision of entrepreneurship education at a FET College in the Eastern Cape with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option. This study followed a qualitative research paradigm, implementing a case study approach during the research. In order to analyse the above, the New Venture Creation and Entrepreneurship and Business Management students were selected for this study. Data were collected by handing out questionnaires to a sample of 200 students to assess entrepreneurship courses and pedagogies. The results of this study, indicate that entrepreneurship education at a specific FET College is not enabling the students with sufficient knowledge and skills to start their own business. The results indicate a low level of entrepreneurship education and a weak standing of entrepreneurship courses, which tend to only be part of the Finance course offered within the Business Studies Department at a FET College. Contributing factors to this low level of entrepreneurship education have been identified by lack of support mechanisms by management, the theoretical orientation of entrepreneurship curriculum, teaching methods and assessment of tasks. Based on these findings, it is strongly suggested that this FET College should: (1) develop specialised entrepreneurship programmes for all students; (2) receive special funding for entrepreneurship education; (3) integrate experiential learning in the curriculum; and (4) give special consideration to training entrepreneurship educators.

published_or_final_version / abstract / toc / Education / Master / Master of Education

Entrepreneurship is gaining popularity for reasons which include: people choose entrepreneurship as an alternate career and governments around the world have started to recognize the economic impact that entrepreneurship has in stimulating economies and reducing unemployment. Another reason for the growth and importance of entrepreneurship is the wide spread nature of capitalism that presents business opportunities. With the high unemployment rates in South Africa one would think that entrepreneurship ranks high on the agenda of students and service providers. The aim of the study was to investigate the quality of entrepreneurship and highlight the effects of entrepreneurship education on students to the point of determining firstly if there is a need for entrepreneurship education and secondly, if such education yields benefits and greater success for entrepreneurs. As entrepreneurship exponentially gains momentum the desire for knowledge to harness raw entrepreneurship into sustainable and growth business comes to light. Schools, Universities and other educational institutions in developed and developing countries are all embracing the culture of entrepreneurship. A non probability, convenience sample of 190 students at the Graduate School of Business, University of Kwa-Zulu Natal were chosen to answer a questionnaire designed to evaluate the nature, benefits and to check if there is a need for entrepreneurship education. One hundred and twenty one respondents completed the questionnaire. The study revealed that entrepreneurship is important and education can play a role in fostering and harnessing entrepreneurship. The study illustrates areas of improvements for the courses. This study benefits students who are considering entrepreneurship as an alternate career and service providers who offer entrepreneurship education. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2009.

M.Comm. / A point of departure is that most of the universities in South Africa and Africa at large have realised that it is important to introduce entrepreneurship as either a minor or major course in their curricula. The reality is that the countries in Africa are characterized by poverty, high levels of unemployment, and slow economic growth. South Africa is no exception. It is assumed that the teaching of entrepreneurship education to the youth at institutions of higher learning can help address these problems as more people would be encouraged to develop a more positive attitude towards the creation of businesses. This can be achieved if students are taught not just about entrepreneurship, but also how to act entrepreneurially. Furthermore, good and ef-fective entrepreneurship education programmes must be developed, designed, and implemented. The exposure of students to entrepreneurial role models would also yield positive results in terms of stimulating entrepreneurial intentions to start businesses.

Creativity and innovation are significant for the creation of a knowledge and productive base economy with its associated growth, sustainability and job creation. However it is noticed that students will need to employ the techniques on creativity and innovation in order to prepare themselves sufficiently to become business owners and entrepreneurs in this current global world where government jobs are difficult to come by. Therefore, the primary objective of this study is to determine creative and innovative techniques that will prepare final-year students to become entrepreneurs. A hard copy Word document questionnaire was considered an appropriate measurement method for this study. The targeted population of the study included entrepreneurial experts, business owners, teachers and lecturers of business management/studies in the Sisonke District of Kwazulu Natal Province. Thus, some 100 entrepreneur experts, owners of businesses, teachers and lecturers were identified as part of the sampling frame. A total number of 67 questionnaires were administered out of the 100 targeted– giving a response rate of 67%. The quantitative data were processed using Excel, leading to appropriate descriptive statistical analyses, including frequencies, means, medians and standard deviations. In order to obtain a better understanding of a model that will prepare final year students to become entrepreneurs, problem statements and sub-problems were stated and a t-test was used to establish demographic variables, whilst correlation analysis among skills was conducted regarding the model of creative and innovative techniques. Factor analysis was conducted using the Cronbach’s alpha coefficient which confirms that training in the model will prepare students to become entrepreneurs. The results from the empirical study revealed that a model of creative and innovative techniques will prepare students to become entrepreneurs, with a total of 70% of respondents attesting to it. Based on the relevant literature study and the empirical results, recommendations were made in order to support the training needs of students on creativity and innovation techniques. However, the unavailability of an exhaustive entrepreneurial experts database and small number of further education and training colleges in the Sisonke District, did not allow the research to draw on a larger representative sample. Thus, this limitation has impeded in-depth statistical analysis that would have allowed the research to obtain more accurate findings. Further studies could be investigated from lecturers, business owners and experts whether an introduction of a special curriculum on creativity and innovation in further education and training schools may prepare students to become entrepreneurs.

A research report submitted to Wits Business School May 2017 / Low levels of entrepreneurial activity and success have led to calls for mentorship as a support mechanism to increase the success rate of entrepreneurial ventures in South Africa’s economic landscape. Mentoring is a crucial aspect of entrepreneurial training and education (Sullivan, 2000; Regis, Falk, & Dias, 2007) and it is entrepreneurial education that is perceived as the solution that will transform South Africans from job seekers into job creators (North, 2002). It is also hoped that entrepreneurship education will contribute to the ideal of empowering as many people as possible in order to unleash the previously stifled human potential of all South Africans (Hanekom, 1995). Unfortunately, South Africans suffer from a ‘dearth of entrepreneurial acumen’, and this has resulted in the frequent lack of growth and high failure rates of businesses (Nieman, 2006; van Aardt & van Aardt, 1997). A two-phase qualitative research approach was utilised with semi-structured mentor and mentee interviews. This study found that mentorship was mutually beneficial to both the mentors and mentees. The latter experienced immense personal benefits on a business and emotional level whereas an increase in revenue and improved operational systems were identified as being positive impacts on business growth. Previous entrepreneurial experience, trust and empathy were stipulated as vital factors in the establishment of a successful relationship. / MT 2018