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dc.contributor.advisorGamede, Vangeli Wiseman.
dc.contributor.advisorDerera, Evelyn.
dc.creatorAdeniyi, Adeshina Olushola.
dc.date.accessioned2022-01-12T15:52:29Z
dc.date.available2022-01-12T15:52:29Z
dc.date.created2021
dc.date.issued2021
dc.identifier.urihttps://researchspace.ukzn.ac.za/handle/10413/20102
dc.descriptionDoctoral Degree. University of KwaZulu-Natal, Durban.en_US
dc.description.abstractScholarly works in recent times have made substantial efforts to identify that aspects of entrepreneurship that can stimulate entrepreneurial readiness for venture creation. Perhaps some of the most investigated subjects are personality traits, education, and social values. Previous studies on the need for entrepreneurial skills have established a disparity between the curriculum, pedagogical methods and the required skills for business creation. As a result, identifying the determinants of entrepreneurial readiness is of utmost necessity considering the increasing rate of youth unemployment in Nigeria. This current study aimed at determining psychosocial factors of entrepreneurial readiness by examining the influence of entrepreneurship education (EE), entrepreneurial self-efficacy (ESE) and individual entrepreneurial orientation (IEO) on entrepreneurial readiness. This research study was sustained by the pragmatism philosophical paradigm. Case study research design was employed, and the mixed method approach was used in the collection of data for the purpose of triangulation of results. Through the use of triangulation technique, questionnaires were administered to a sample of 301 exit level students of three selected Technical Vocational Education and Training (TVET) institutions in South-West Nigeria, using convenience sampling strategy. A response rate of 96% from the students was achieved. With the adoption of purposive sampling technique, nine entrepreneurship teachers were selected for in-depth interviews from the three selected TVET institutions. Eight of the respondents granted the interviews, which was 88% response rate. Thematic analysis of the qualitative data was achieved through the use of NVivo 12 software. SPSS version 25 was used in analysing the quantitative data. Descriptive and inferential statistics which include, Pearson’s correlation and regression analyses of the quantitative data were conducted to achieved the research objectives. Three hypotheses were formulated to test the conceptual model through multiple regression analysis. A significant association was found between EE and entrepreneurial readiness. ESE searching, planning and implementing were found to be significantly associated with entrepreneurial readiness, but ESE marshalling has no significant association with entrepreneurial readiness. IEO as a whole showed significant association with entrepreneurial readiness, while risk-taking propensity was non-significant with entrepreneurial readiness. The study established that the exit level students lack the skills to gather economic or business resources towards starting a business. The study also revealed that entrepreneurship curriculum at the selected TVET institutions lacks practical approach. There is no evidence in literature that attempts a mixed method approach to determine psychosocial factors of students’ entrepreneurial readiness in the context of TVET institutions in Nigeria. The outcome of this study revealed that EE, ESE and IEO are psychosocial determinants of entrepreneurial readiness.en_US
dc.language.isoenen_US
dc.subject.otherTechnical Vocational Education and Training (TVET)--Nigeria.en_US
dc.subject.otherEntrepreneurial education.en_US
dc.subject.otherEntrepreneurial skills.en_US
dc.subject.otherEntrepreneurial readiness.en_US
dc.subject.otherTechnical Vocational Education and Training (TVET)--Entrepreneurship curriculum.en_US
dc.subject.otherEntrepreneurship studies--Nigeria.en_US
dc.titlePsychosocial determinants of entrepreneurial readiness: the role of TVET institutions in Nigeria.en_US
dc.typeThesisen_US


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