This study examined whether entrepreneurship education offered in higher learning institutions in Tanzania trigger the adoption of an entrepreneurial behaviour. The aim of the study is to provide the understanding on why there is low participation of female with undergraduate degree in entrepreneurial activities. Building on the Theory of Planned Behaviour, various factors influencing entrepreneurial intention were tested. Specifically, the factors which influence entrepreneurial intention include: curricula, teaching methods, family back ground and institutional environment. Longitudinal research design was used and data was collected from 188 female students from the Institute of Accountancy Arusha and Kampala International University, Dar es Salaam College.
Various techniques such as descriptive statistics, T-Test, Chi-Square were used to analyse the data. Basing on responses, the research revealed that entrepreneurship education has a positive effect on students’ personal attitude and perceived behavioral control of students on the intention to become an entrepreneur. Entrepreneurship curricula, teaching methods and environmental conditions of the institutions do influence the entrepreneurial intentions of students to become entrepreneurs in the future. Specifically, Kampala International University students were more inspired (100%) to be entrepreneurs in the future by entrepreneurship course contents and entrepreneurship teaching methods than the Institute of Accountancy Arusha (77%).
It is recommended that educators continuously improve their teaching methods and teaching styles, in order to accomplish this, they must assess the effectiveness of the teaching approaches; And if they wants to encourage students to be entrepreneurs, then they have to adopt experiential approaches rather than stick to traditional lecturing.
Table of Contents
CHAPTER ONE: INTRODUCTION
1.1 Background Information
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Specific Study Objectives
1.5 Research Question
1.6 Specific Research Questions
1.7 Scope and Limitations
1.8 Significance of the study
1.9 Conceptual Framework
CHAPTER TWO: LITERATURE REVIEW
2.0 Overview
2.1 Theoretical Review
2.1.1 The Theory of the Entrepreneurial Event
2.1.2 The Theory of Planned Behavior (TPB)
2.1.3 Entrepreneurship theories
2.2 Empirical Review
2.2.1 Research on intentions
2.2.2 The role of education in entrepreneurial intentions
CHAPTER THREE: METHODOLOGY
3.0 Overview
3.1 Research Design
3.2 Study Area and Units
3.3 Survey Population
3.4 Sampling Design and Procedure
3.5 Variables and Measurement procedure
3.5.1 Institutional settings
3.5.2 Curricula Contents
3.5.3 Objectives of EEP
3.5.4 Teaching Methods
3.5.5 Characteristics of Audiences
3.5.6 Personal Attitude
3.5.7 Subjective norms
3.5.8 Perceived behavioral Control
3.5.9 Entrepreneurial Intentions
3.6 Data collection Methods
3.7 Data Analyses and tools for measurement
3.8 Instrumentations
3.9 Ethical Consideration
CHAPTER FOUR: PRESENTATION OF FINDINGS
4.0 Descriptive Statistics of Demographic
Objective One
Objective two & six
Objective five & seven
Objective three & four
CHAPTER FIVE: DISCUSSION AND CONCLUSION
CONCLUSIONS AND IMPLICATIONS
Research Objectives and Themes
This study aims to investigate why female undergraduate students in Tanzania exhibit low participation in entrepreneurial activities despite the availability of entrepreneurship education programs in higher learning institutions. By applying the Theory of Planned Behavior, the research examines how various institutional and pedagogical factors influence students' entrepreneurial intentions and their subsequent inclination to start a business.
- Impact of institutional settings and curriculum contents on entrepreneurial intentions.
- Influence of different teaching methods on students' entrepreneurial aspirations.
- Effect of family background and subjective norms on the decision to become an entrepreneur.
- The relationship between personal attitudes, perceived behavioral control, and the goal of establishing a firm.
Excerpt from the Book
1.1 Background Information
Within the field of entrepreneurship education research the dominant focus has been on its role (Learning Entrepreneurial and Enterprising Readiness (LENTRE), 2009); Curricula and teaching methods, entrepreneurship learning, entrepreneurship behaviour and methodological issues (Jayasinghe, 2003). Less dominant has been a focus on critical entrepreneurship education factors which trigger change in Entrepreneurial behavior.
This study seeks to examine whether entrepreneurship education programmes offered in higher learning institutions in Tanzania trigger the adoption of an entrepreneurial behaviour. It is both a comparative and longitudinal study which takes female undergraduate students in two higher learning institutions, namely, Institute of Accountancy Arusha and Kampala International University as case studies. The study adopts a comparative analysis in order to examine how specific characteristics of Entrepreneurship Education Programmes (EEPs) influence its impact and how the impact differs across similar cohorts of students in different situations.
Entrepreneurship education programme as used in this study refers to any pedagogical training programme or process of education for entrepreneurial attitudes and skills, which involves developing certain personal qualities (Fayolle, et. al, 2006). It covers a wide variety of situations, aims, methods and teaching approaches. However, it is important to note here that EEP does not exclusively focus on the immediate creation of new businesses but, as Hagan (2004) contends, is the provision of fundamental knowledge of concepts and the tools that aspiring and practicing entrepreneurs can use to act entrepreneurially and /or to manage a small business. On the other hand, our use of the concept entrepreneurial behaviour is closely related to Fayolle, et al. (ibid) use which means “intentional behaviour”. According to Brannback, et al, (2007), intention is considered to be a better direct predictor of behaviour than attitudes, beliefs or other psychological or sociological variables. Attitudes and beliefs predict intentions, which in turn predict behaviour (Kurland, 2003) and so intentions serve as a mediator or catalyst for action.
Summary of Chapters
CHAPTER ONE: INTRODUCTION: This chapter outlines the research background, defines the core problem regarding low entrepreneurial participation among female students, and sets the specific research objectives and conceptual framework.
CHAPTER TWO: LITERATURE REVIEW: This chapter reviews theoretical perspectives, including the Theory of Planned Behavior and the Entrepreneurial Event Theory, while discussing empirical findings on how education influences entrepreneurial intentions.
CHAPTER THREE: METHODOLOGY: This section details the longitudinal research design, the selection of study institutions, data collection methods, and the statistical tools used to measure the influence of educational factors.
CHAPTER FOUR: PRESENTATION OF FINDINGS: This chapter presents the statistical results from the surveys, specifically analyzing the correlations between institutional settings, teaching methods, and student intentions.
CHAPTER FIVE: DISCUSSION AND CONCLUSION: This chapter synthesizes the research findings, discussing their implications for educators and policy makers regarding the effectiveness of current entrepreneurship training programs.
Keywords
Entrepreneurship Education, Entrepreneurial Intention, Female Students, Tanzania, Theory of Planned Behavior, Institutional Settings, Teaching Methods, Curriculum Contents, Personal Attitude, Perceived Behavioral Control, Subjective Norms, Business Start-up, Higher Learning Institutions, Entrepreneurial Behavior.
Frequently Asked Questions
What is the core focus of this study?
The study investigates the reasons behind the low participation of female undergraduate students in entrepreneurial activities in Tanzania and examines how entrepreneurship education programs in higher learning institutions influence their behavior.
What are the central themes of the research?
The central themes include the impact of institutional settings, curriculum contents, teaching methods, family background, and psychological factors like personal attitude and perceived behavioral control on entrepreneurial intentions.
What is the primary research goal?
The primary goal is to determine if current entrepreneurship education programs in Tanzania successfully trigger the adoption of entrepreneurial behavior among female students and to identify what specific educational factors are most influential.
Which scientific methodology does the author use?
The author employs a comparative and longitudinal research design, utilizing quantitative data analysis techniques such as descriptive statistics, T-Tests, Chi-Square tests, and Pearson correlation to assess data collected from female students.
What does the main body of the work cover?
The main body covers the literature review of key theories, a detailed explanation of the methodology, a comprehensive presentation of statistical findings, and a final discussion connecting the results to existing academic research.
Which key terms define this work?
Key terms include Entrepreneurship Education Programmes (EEP), Entrepreneurial Intention, Theory of Planned Behavior, Institutional Settings, and Perceived Behavioral Control.
How does the institutional environment affect entrepreneurial intent?
The study finds that institutional settings—such as available infrastructure and support systems—have a statistically significant positive impact on students' intentions to start a firm.
What is the role of teaching methods in fostering entrepreneurship?
The research concludes that active, experiential teaching methods are more effective than traditional lecturing in inspiring students to pursue entrepreneurial careers.
How do personal attitudes influence student career choices?
There is a positive correlation between improved personal attitudes after participating in entrepreneurship courses and the students' stated goal of becoming an entrepreneur.
What recommendation does the author offer to educators?
The author recommends that educators move away from traditional lecturing toward experiential, student-centered approaches to better prepare students for the practical challenges of entrepreneurship.
- Citar trabajo
- Ikandilo Kushoka (Autor), 2013, Entrepreneurship Education and Entrepreneurial Behaviour, Múnich, GRIN Verlag, https://www.grin.com/document/215864
