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A conceptual framework for teaching and learning entrepreneurship in universities in South-West Nigeria.

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The process of repositioning an education system in a manner that is responsive to the needs of the learners as well as the society at large is an emerging global issue in entrepreneurial research. This is because the quest for developing an entrepreneurial knowledge and skills within a classroom environment is found to be complex and full of several challenges. Previous studies have established the problem of a mismatch between the curriculum, delivery approach and learning outcomes. As a result, making the conventional learning model more innovative in a way that the intellectual capacity of graduates is promoted, has recently become an area of concerted interest among researchers. This study determined the significance of teaching and learning methods in entrepreneurship. The study also determined the current school practices in the context of teaching and learning entrepreneurship. Other innovations in teaching and learning methods from empirical evidence in entrepreneurial research were also determined in the context of university-level training in entrepreneurship. The significance of experiential learning strategies compared with the formal model of learning provides learners with more motivation for establishing business enterprises. Recent studies suggest that such innovation in higher education institutions (HEIs) boosts entrepreneurial intention, attitude, and behaviour of a potential or nascent generation of entrepreneurs. This study explores the potential embedded in blended learning model, which supports the integration of arrays of learning techniques, to validate a scientific framework for sustainable entrepreneurship training and development. By triangulating data collection techniques, questionnaires were administered to a sample of seven hundred and one (701) respondents comprising undergraduate and post-graduate students and lecturers of three selected universities in South-West, Nigeria using stratified and systematic sampling techniques. A response rate of 94.86% was achieved. In-depth interviews were also conducted with nine (9) senior academic planning experts in the universities. Advanced total content analysis (TCA) of the qualitative data and descriptive statistics including Pearson’s correlation, t-tests and regression analyses of the quantitative data at the 0.05 level of significance, were used to address the research objectives using SPSS (version 23). A significant positive correlation between delivery strategies, institutional framework and entrepreneurial intentions was established. The traditional learning model and the mindsets to seek after remunerative employment (r = 0.151, p<.0005) were found to be positively related. The study concludes that the pedagogical blend of regular academic activity and some strategic standalone learning activities have significant positive influence on entrepreneurial intentions. The implication is that only delivery approaches preferred by the entrepreneurial education stakeholders (students, lecturers, and academic planning experts), could drive entrepreneurial desirability and intention in HEIs. Such practices appear to have remained a challenge in most HEIs in the developing nations around the world.


Doctoral Degree. University of KwaZulu-Natal, Durban.