A model of creative and innovative techniques that will prepare final year students to become entrepreneurs
- Authors: Yiadom, Michael Boakye
- Date: 2014
- Subjects: Technological innovations -- Economic aspects , Entrepreneurship -- Study and teaching
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/3812 , vital:20465
- Description: 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.
- Full Text:
- Date Issued: 2014
- Authors: Yiadom, Michael Boakye
- Date: 2014
- Subjects: Technological innovations -- Economic aspects , Entrepreneurship -- Study and teaching
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/3812 , vital:20465
- Description: 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.
- Full Text:
- Date Issued: 2014
The influence of students' perceived happiness on their entrepreneurial intention at a higher educational institution in South Africa
- Authors: Mamoudou, Hamadou
- Date: 2013
- Subjects: Entrepreneurship -- Study and teaching , ntrepreneurship
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:9319 , http://hdl.handle.net/10948/d1020764
- Description: 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.
- Full Text:
- Date Issued: 2013
- Authors: Mamoudou, Hamadou
- Date: 2013
- Subjects: Entrepreneurship -- Study and teaching , ntrepreneurship
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:9319 , http://hdl.handle.net/10948/d1020764
- Description: 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.
- Full Text:
- Date Issued: 2013
Entrepreneurship education at a FET college
- Authors: Cook, Vania Saretta
- Date: 2011
- Subjects: Entrepreneurship -- Study and teaching , Business education
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8637 , http://hdl.handle.net/10948/d1008071 , Entrepreneurship -- Study and teaching , Business education
- Description: 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.
- Full Text:
- Date Issued: 2011
- Authors: Cook, Vania Saretta
- Date: 2011
- Subjects: Entrepreneurship -- Study and teaching , Business education
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8637 , http://hdl.handle.net/10948/d1008071 , Entrepreneurship -- Study and teaching , Business education
- Description: 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.
- Full Text:
- Date Issued: 2011
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