Accelerated and Shared Growth Initiative of South Africa, The (ASGISA)

, 37–38

Accelerator programmes

, 261

Activity systems

, 233–236

Africa

, 79, 82

African Agenda 2063

, 34–35

Ajzen’s hypothetical theory of planned behaviour

, 254

Arts and cultural entrepreneurship

, 35

access to finance

, 40–41

access to markets

, 41

arts, cultural and creative entrepreneurship

, 41–43

cultural and creative industries

, 35–38

cultural and creative industries challenges

, 40–41

education, skills and training

, 40

entrepreneurship in South Africa

, 39

methodology

, 39

profitability and growth

, 41

role of universities in arts, cultural and creative entrepreneurship education

, 43–44

South African cultural and creative industries

, 36–38

Arts and culture sector

, 36–37, 45, 47

Arts and Culture Trust (ACT)

, 37

Assessment methods

, 17–18

Attitudes

, 253

Average variance extracted (AVE)

, 189–190

Behavioural intention (BI)

, 178

Behaviours

, 247

Black entrepreneurs

, 67–68

othered presentation of

, 62–67

Bloom’s taxonomy of learning

, 85

Bootstrapping

, 192

Bureau of Labour Statistics (BLS)

, 202

Business and Arts South Africa (BASA)

, 37

Business concepts

, 148

Business Plan Writing

, 138

Business simulation

, 13–14

Business simulation games (BSGs)

, 178

data analysis

, 189

data sources and sampling

, 187

demographic analysis

, 191

findings

, 191–192

hypothesis testing

, 192

instrument development

, 187

literature review and theoretical basis of study

, 180–186

path coefficients

, 192

recommendations

, 194–195

reliability and validity

, 189–191

research design

, 186–191

research objectives and questions

, 180

swimming pool

, 186

usability

, 185

Centre for Entrepreneurship development in Nigeria

, 137

Classroom-based training

, 260–261

Coaching

, 261

Cognitive psychology

, 21–22

Colleges

, 165–166

Community

, 225–226

Competency/competencies

, 78, 81–82

Computers

, 180

Concept mapping

, 222

CHAT

, 225–228

final concept maps for Kobus and Yves

, 233

final concept maps for Robyn and Penza

, 233

findings

, 228–238

and first-year entrepreneurship students

, 223–225

implications for theory and practice

, 238–239

limitations and possibilities for future studies

, 239

participants’ revised concept maps and excerpts from focus group discussions

, 232–233

selected rough drafts of participants’ concept maps

, 228–231

students’ agency influencing entrepreneurial thinking

, 233–236

students’ extended communities influencing entrepreneurial thinking

, 236–238

Concept maps

, 222, 224

Conceptualisation

, 35–38

CongnityAdvisory

, 134

Content-Input-Process-Product (CIPP)

, 129–130

Context

, 127

Continuity

, 128

Control

, 166–167

Convergent validity

, 189–190

Corps members, teaching entrepreneurship in skills acquisition and entrepreneurship development to encourage start-up and encourage employment creation among

, 140–141

Creative entrepreneurship

, 41–43

Creative industries

, 34–36, 38

Creative Nations

, 35

Creativity

, 152

Critical discourse analysis (CDA)

, 58, 61

Critical pedagogy

, 7

Critical questioning and hypotheses development

, 17–18

‘Critical-Emancipatory’ paradigm

, 129–130

Cronbach’s Alpha

, 189–190

Cultural and creative entrepreneurs

, 42–43

Cultural and creative entrepreneurship

, 42

Cultural and creative industries challenges

, 40–41

Cultural and Creative Industries SACO’s 2022 mapping study, The

, 38

Cultural entrepreneurs

, 42

Cultural industries

, 34–35, 38

Cultural Industries Growth Strategy (CIGS)

, 37

Cultural–Historical Activity Theory (CHAT)

, 223, 225, 228, 239

Culture, Art, Tourism, Hospitality, and Sports Sector Education and Training Authority, The (CATHSSETA)

, 37

Curriculum

, 59, 124

models

, 124

Data sources and sampling

, 187

Deduction

, 8–9

Democratic Republic of Congo (DRC)

, 231

Department of Basic Education, The

, 60

Department of Culture, Media and Sport (DCMS)

, 35

Department of Higher Education and Training (DHET)

, 213

Department of Trade and Industries incentives (Dti incentives)

, 37

Design

, 123–124

of SAED

, 140

Didactic approach

, 13

Difference-in-difference method

, 249

Digitally enhanced learning environments, flipped critical pedagogy in

, 16–18

Discourse analysis of documents

, 61–62

Discriminant validity

, 190

Domain theory

, 21–22

Double stimulation principle

, 16–17

Economic and Management Sciences (EMS)

, 59

Education

, 2–3

in entrepreneurship

, 44, 248

skills and training

, 40

Educators

, 44

educator-centred approaches

, 13

educator-dominated pedagogical strategies

, 5

Effectiveness of entrepreneurship education

, 246, 252

Eighty20

, 187–189

Employment

, 167

Entrepreneur

, 58

Entrepreneurial cognition

, 19–20

Entrepreneurial desirability

, 203, 209

Entrepreneurial education

, 80, 150–152, 162

data analysis

, 189

data sources and sampling

, 187

demographic analysis

, 191

findings

, 191–192

hypothesis testing

, 192

instrument development

, 187

literature review and theoretical basis of study

, 180–186

path coefficients

, 192

recommendations

, 194–195

reliability and validity

, 189–191

research design

, 186–191

research objectives and questions

, 180

swimming pool

, 186

Entrepreneurial feasibility

, 211

Entrepreneurial goals, effect of entrepreneurship education on

, 248

Entrepreneurial intentions

, 2–3, 204–205

Entrepreneurial process

, 16–20

Entrepreneurial programmes in higher education

, 78

methodology

, 89–90

problem statement

, 78–79

results

, 91–93

teaching and learning about entrepreneurship

, 80–81

teaching and learning for entrepreneurship

, 81

teaching and learning strategies and approaches in entrepreneurship education

, 79–82

teaching and learning through entrepreneurship

, 82

visionary constructive competencies

, 82–86

Entrepreneurial research

, 150

Entrepreneurial skills

, 40

Entrepreneurial thinking

, 222

CHAT

, 225–228

findings

, 228–238

and first-year entrepreneurship students

, 223–225

students’ agency influencing

, 233–236

students’ extended communities influencing

, 236–238

Entrepreneurs

, 40

unlocking representation of entrepreneurs through poststructuralism

, 61

Entrepreneurship

, 2, 20, 122, 246, 258–259

implementation and evaluation, review of literature on entrepreneurship curriculum design

, 124–129

internship programme

, 45–47

as process of discovery

, 11–12

in South Africa

, 39

teaching and learning about

, 80–81

teaching and learning for

, 81

teaching and learning through

, 82

theories

, 203–204

Entrepreneurship Clinics

, 201–202

Entrepreneurship education (EE)

, 3–4, 12, 57, 59, 78–79, 83, 89–91, 93, 123, 129, 246–247, 249, 257

advancement of entrepreneurship education in South Africa

, 257–258

applying innovation to

, 156–158

assess efficiency

, 260–261

choose faculty/appropriate academic staff

, 260

classrooms

, 15

comparing respondents’ entrepreneurial desirability and feasibility perceptions, with students’ profile, satisfaction level with modules and self-assurance

, 208–209

comparing respondents’ perceptions of entrepreneurial attributes statements, with profile, satisfaction level with modules and self-assurance

, 209–211

comparing respondents’ perceptions of entrepreneurship education, with profile, satisfaction level with modules and self-assurance

, 207–208

create curriculum

, 259–260

critical questioning and hypotheses development

, 17–18

curriculum design

, 125–126

data collection and analyses

, 205–206

design and methods

, 205–206

determine your goals

, 259

developing and delivering mode of entrepreneurship education curriculum

, 259–261

effectiveness of

, 252

entrepreneurial intention

, 204–205

entrepreneurship as process of discovery

, 11–12

entrepreneurship education in South Africa

, 257

effect of entrepreneurship education on entrepreneurial goals

, 248

entrepreneurship theories

, 203–204

evaluation of first programme

, 129–132

evaluation of programmes

, 249

evaluation of second programme

, 133–136

evaluation requirements

, 250

findings

, 206–211

flipped classrooms

, 15

flipped critical pedagogy in digitally enhanced learning environments

, 16–18

Ghana’s social enterprises and

, 164–167

Hegelian dialectic

, 9–10

implications

, 19–21

importance of

, 248

market analysis

, 259

overview of literature

, 201–204

practical contribution

, 20–21

with profile, satisfaction level with modules and self-assurance, respondents’ perceptions of

, 207–208

programmes in Nigeria

, 123–124, 129, 136

proposed conceptual framework

, 18–19

provide curriculum

, 260

question

, 67–69

recommendations and suggestions for further research

, 69–70

related literature

, 12–16

research methodology

, 61–62

respondents’ profile

, 206–207

results and interpretation

, 62

role of universities in arts, cultural and creative

, 43–44

in schools

, 59

SDG and entrepreneurship

, 258–259

Socratic dialogue

, 7–9

study limitations

, 21–22

study limitations and future research

, 213

study recommendations

, 212–213

teaching and learning strategies and approaches in

, 79–82

teaching approaches

, 13–14

textbooks in South Africa

, 60

theme

, 62–67

theoretical contribution

, 19–20

theoretical development

, 6–12

theoretical model of

, 252–255

tourism entrepreneurship in relation to scholarship of teaching and learning

, 201–202

TPB

, 252–255

transformative agency

, 10–11

transformative agency and transformative pedagogy

, 15–16

unlocking representation of entrepreneurs through poststructuralism

, 61

USA point of view on

, 256–257

youth unemployment and

, 202

Erikson’s seminal theory of psychological development

, 58

European Commission, The

, 79

Evaluation

, 8–9

review of literature on

, 124–129

Experiential approaches

, 14

Experiential learning

, 257, 261

Experimental strategy

, 249

Explanation

, 8–9

Extended Curriculum Programme (ECP)

, 227

Farming methods

, 161

Federal Polytechnics

, 132

Finance, access to

, 40–41

First–year entrepreneurship students

, 223–225

Flipped classrooms

, 15

Flipped critical pedagogy in digitally enhanced learning environments

, 16–18

Fourth generation of Activity Theory

, 10–11

Gender

, 58

General Teaching Strategies

, 131–132

Ghana

, 146–147

government of

, 149

social enterprises and entrepreneurship education

, 164–167

social enterprising in

, 149

‘Ghana companies’ code (1963), The

, 168

Ghana Social Development Outlook (GSDO)

, 146–147

Ghana Think Foundation

, 146–147

Ghana Youth Social Entrepreneurship Programme (GYSEP)

, 146–147

Ghanaian social ecosystem

, 154–155

Ghanaian social enterprising phenomenon, The

, 164

Ghanaian social entrepreneurship

, 166–167

Ghanaian social environment, The

, 146

Giroux’s critical pedagogy

, 17

Girox’s concepts of transformative critical pedagogy

, 21–22

Global Entrepreneurship Monitor, The (GEM)

, 39, 247

Global Entrepreneurship Network South Africa

, 258

Governments

, 34–35

Gross domestic product (GDP)

, 38, 205

Hands-on learning

, 257

Harvard Business School

, 13

Hegel’s dialectical method

, 9–10

Heterotrait-Monotrait ratio (HTMT)

, 190

Higher education entrepreneurship programme and student entrepreneurial uptake

entrepreneurship education curriculum design

, 125–126

evaluation

, 128–129

evaluation of two entrepreneurship education programmes in Nigeria

, 129–136

observations on evaluated programmes

, 136–139

programme implementation

, 126–128

recommendations

, 139–141

review of literature on entrepreneurship curriculum design, implementation and evaluation

, 124–129

teaching entrepreneurship in polytechnics to encourage start-ups and create employment

, 136–137

teaching entrepreneurship in skills acquisition and entrepreneurship development to encourage start-up and encourage employment creation among corps members

, 140–141

teaching entrepreneurship in tertiary institutions to encourage startups and create employment

, 139–140

Higher education institutions

, 79–80

Historically disadvantaged institutions (HDIs)

, 179

Home language

, 68–69

Human Capital Development Theory

, 78

Hypothesis identification

, 8–9

Hypothesis testing

, 192

Immanent criticism

, 9–10

Impact

, 128–129

of education on entrepreneurship

, 249

of entrepreneurship education programme

, 254

Implementation

, 122–123, 127–128

of entrepreneurship programmes

, 123–124

process

, 139

review of literature on

, 124–129

Implementing Entrepreneurial Ideas (IEI)

, 203

Inclusion criteria

, 89–90

Incubator approach

, 139–140

Incubator programmes

, 261

Incubator strategy

, 137

Incubator Strategy for Entrepreneurship Education

, 132

Independent Corrupt Practices Commission

, 134

Independent Electoral Commission

, 134

Induction

, 8–9

Industrial Development Corporation (IDC)

, 37

Industry partnerships

, 257

Information systems

, 187

Innovation

, 152, 165–166

applying innovation to entrepreneurship education

, 156–158

Integration

, 128

Interpretivism

, 39

JOBS Act

, 256

Kauffman Foundation

, 256

Knowledge, evaluation of transferable

, 252

‘Kobus’ draft concept map

, 231

Learning

approach

, 3–4

about entrepreneurship

, 80–81

for entrepreneurship

, 81

through entrepreneurship

, 82

process

, 14

strategies and approaches in entrepreneurship education

, 79–82

Life Orientation

, 70

Living Standards Measure (LSM)

, 179, 187, 189

Mann–Whitney U test

, 208–210

Market

access to

, 41

analysis

, 259

Maximisation of Expected Utility (MEU)

, 203

Medicine and Law

, 122–123

Mentoring

, 261

Metacognition

, 3–4

Method theory

, 21–22

Mobile technology

, 180

Mode of delivery

advancement of entrepreneurship education in South Africa

, 257–258

assess efficiency

, 260–261

choose faculty/appropriate academic staff

, 260

create curriculum

, 259–260

determine your goals

, 259

developing and delivering mode of entrepreneurship education curriculum

, 259–261

effectiveness of

, 252

entrepreneurship education in South Africa

, 257

effect of entrepreneurship education on entrepreneurial goals

, 248

evaluation of programmes

, 249

evaluation requirements

, 250

importance of

, 248

market analysis

, 259

provide curriculum

, 260

SDG and entrepreneurship

, 258–259

theoretical model of

, 252–255

TPB

, 252–255

USA point of view on

, 256–257

Monash South Africa (MSA)

, 181

Multi-functional environment

, 141

Mzansi Golden Economic Strategy

, 38

National Arts Council (NAC)

, 37

National Association of Colleges and Entrepreneurship (NACUE)

, 256

National Board for Small-Scale Industries (NBSSI)

, 146–147

National Board for Technical Education (NBTE)

, 129–131

National Council on Education

, 130

National Development Plan (NDP)

, 38

National Development Youth Agency (NDYA)

, 59

National Entrepreneurship and Innovation Plan (NEIP)

, 165

National Heritage Council (NHC)

, 37

National Initiative for Entrepreneurship Education

, 256

National Small Business Amendment Act, The

, 257

National Student Financial Aid Scheme (NSFAS)

, 179

National University Entrepreneurship Ecosystem Baseline Report

, 213

National Youth Service Corps (NYSC)

, 133

National Youth Service Programme (NYSP)

, 59

New Economic Partnership for Africa’s Development (NEPAD)

, 34–35

Nigeria

evaluation of two entrepreneurship education programmes in

, 129–136

teaching entrepreneurship in polytechnics in Nigeria to encourage start-ups and create employment

, 129–132

Nigerian Institute of Management

, 134

Non-experimental approach

, 249

Non-peer-reviewed literature

, 39

Non-test philosophy

, 249

Online learning

, 261

Online tools

, 257

Outcomes

, 128–129

Output

, 128–129

Partial Least Squares Structured Equation Modelling (PLS-SEM)

, 186, 189

‘Participants’ concept maps

Kobus’ draft concept map

, 231

participants’ revised concept maps and excerpts from focus group discussions

, 232–233

Penza’s draft concept map

, 229–230

Robyn’s draft concept map

, 229

selected rough drafts of

, 228–231

Yves’ draft concept map

, 231

Passing Our Parade (POP)

, 135

Path coefficients

, 192

Pedagogical approach

, 13

Pedagogies of repression

, 6–7

Peer-reviewed literature

, 39

Penza’s draft concept map

, 229–230

Perceived behavioural control

, 253

Perceptions of entrepreneurship education

, 208

Performance expectancy (PE)

, 193

PLS algorithm

, 192

Policy environment

, 37

Policymakers

, 45

Polytechnics to encourage start-ups and create employment, teaching entrepreneurship in

, 136–137

Population Registration Act (1950)

, 57–58

Positivism

, 186

Post-structuralism

, 61

unlocking representation of entrepreneurs through

, 61

Process of discovery, entrepreneurship as

, 11–12

Proficiency, levels of

, 83, 85

Programme implementation

, 126–128

Programme pathway

, 125–126

Propensity score matching (PSM)

, 249

Psychographic analysis

, 134

Qualitative research

approach

, 89–90

methodology

, 154

R-squared (R ²)

, 192

Race

, 57–58

Racial apathy

, 67

Racism

, 58

Reflection

, 128

Reinforcement of learning

, 128

Reliability

, 189–191

Representation of entrepreneurs through poststructuralism

, 61

Research process

, 91

‘Respondents’ demographic variables

, 211

‘Respondents’ entrepreneurial desirability and feasibility perceptions, with students’ profile, satisfaction level with modules and self-assurance

, 208–209

‘Respondents’ perceptions of entrepreneurial attributes statements, with profile, satisfaction level with modules and self-assurance

, 209–211

‘Respondents’ perceptions of entrepreneurship education, with profile, satisfaction level with modules and self-assurance

, 207–208

Robyn’s draft concept map

, 229

SAARF

, 179, 187, 189

Scholarship of Teaching and Learning (SoTL)

, 199–200

tourism entrepreneurship in relation to

, 201–202

Schools, entrepreneurship education in

, 59

Schumpeterian entrepreneurship innovation theory

, 156–157

SE flag

, 146

Sector economic contribution

, 38

SEE model

, 203

Self-assurance

comparing respondents’ perceptions of entrepreneurship education, with profile, satisfaction level with modules and

, 207–208

respondents’ entrepreneurial desirability and feasibility perceptions, with students’ profile, satisfaction level with modules and

, 208–209

respondents’ perceptions of entrepreneurial attributes statements, with profile, satisfaction level with modules and

, 209–211

Situation Analysis

, 125

Skill acquisition process

, 138–139

Skills

, 78–79, 85

evaluation of transferable knowledge and

, 252

Skills acquisition and entrepreneurship development (SAED)

, 133, 141

to encourage start-ups and employment creation, teaching entrepreneurship for

, 133–136

programme

, 134, 138

teaching entrepreneurship to encourage start-up and encourage employment creation among corps members

, 140–141

Small, micro and medium enterprises (SMMEs)

, 34–35

Small Business Administration

, 256

Small Enterprise Development Agency (SEDA)

, 223, 257

Small Enterprise Finance Agency (SEFA)

, 223

Smartphones

, 180

Social Enterprise Ghana (SE Ghana)

, 154

Social enterprises

, 148

applying innovation to entrepreneurship education

, 156–158

concept

, 146

and entrepreneurial education

, 151–152

evaluating social entrepreneurship in twenty-first century

, 148–150

Ghana’s social enterprises and entrepreneurship education

, 164–167

giving control

, 161–163

limitations and directions for further studies

, 169

managerial relevance

, 167

policy implications

, 167–168

practice

, 163

research methodology

, 154–156

study analysis and findings

, 156–163

sustainable enterprise

, 158–160

theoretical underpinning of study

, 153–154

understanding results of social enterprise practices

, 152

woman empowerment

, 160–161

Social enterprising

, 146, 162

Social entrepreneurial education

, 146–147

and innovation

, 166

Social entrepreneurs

, 146, 156

Social entrepreneurship

, 152

concept of

, 148–149

evaluating social entrepreneurship in twenty-first century

, 148–150

Social influence (SI)

, 193

Social practice theory

, 153–154

Socratic dialogue

, 7–9

Socratic method

, 7–8

South Africa

, 179

advancement of entrepreneurship education in

, 257–258

creative industries

, 35

entrepreneurial activities

, 39–40

entrepreneurship education in

, 257

entrepreneurship in

, 39

textbooks in

, 60

South African business ecosystem

, 239

South African context, The

, 179, 247

South African cultural and creative industries

, 36–38

policy environment

, 37

sector economic contribution

, 38

South African Cultural Observatory (SACO)

, 38

Cultural and Creative Industries 2022

, 38

South African education system

, 60

South African government

, 34

South African Heritage Resources Agency (SAHRA)

, 37

South African National Development Plan (NDP 2030)

, 37, 45

South African Revenue Services (SARS)

, 37

Spearman’s Rank correlation test

, 209–211

Spearman’s Rank tests

, 208

Start-up and encourage employment creation among corps members, teaching entrepreneurship in skills acquisition and entrepreneurship development to encourage

, 140–141

Start-ups and create employment, teaching entrepreneurship in polytechnics to encourage

, 136–137

Startups and create employment, teaching entrepreneurship in tertiary institutions to encourage

, 139–140

Statistics South Africa (StatsSA)

, 202

Living Conditions Survey

, 66

Storytelling

, 35

Strategic Framework, The

, 133

Structural racism

, 66

Students’ extended communities influencing entrepreneurial thinking

, 236–238

Subjective norms

, 253

Supportive entrepreneurial ecosystem

, 112

Sustainability

, 159, 164–165

Sustainable enterprise

, 158–160

Sustainable entrepreneurship

, 163–164

Systematic Functional Linguistics (SFL)

, 62

Systematic literature review

, 39

Teacher-centred approach

, 13–14

Teaching

, 124

approaches

, 13–14

about entrepreneurship

, 80–81

for entrepreneurship

, 81

through entrepreneurship

, 82

Teaching entrepreneurship

, 70, 122–123

in higher education

, 222

in polytechnics in Nigeria to encourage start-ups and create employment

, 129–132

in polytechnics to encourage start-ups and create employment

, 136–137

for skills acquisition and entrepreneurship development to encourage start-ups and employment creation

, 133–136

in skills acquisition and entrepreneurship development to encourage start-up and encourage employment creation among corps members

, 140–141

in tertiary institutions to encourage startups and create employment

, 139–140

Teaching strategy

, 79–80

and approaches in entrepreneurship education

, 79–82

Technical and vocational education training (TVET)

, 2

Technology, incorporating

, 257

Technology acceptance model (TAM)

, 181

Tertiary institutions to encourage startups and create employment, teaching entrepreneurship in

, 139–140

Textbooks in South Africa

, 60

Theory of Planned Behaviour (TPB)

, 181, 203, 252, 254–255

Theory of reasoned action (TRA)

, 181

Tony Elumelu Foundation Entrepreneurship Programme

, 258

Total early-stage entrepreneurial activity areas (TEA)

, 39

Tourism education

, 202

Tourism entrepreneurship in relation to scholarship of teaching and learning

, 201–202

Tourism students

, 202–203

Tourism-related business

, 199–200

Transfer of learning

, 128

Transformative agency

, 10–11, 15–17

Transformative learning of entrepreneurship

, 4

Transformative pedagogy

, 15–16

transformative pedagogy-driven approach

, 16

Transforming theory process

, 7

Tyler’s Curriculum Model

, 124

Unemployment

, 202

Unified theory of acceptance and use of technology (UTAUT)

, 181, 185

United Nations (UN)

, 258

United Nations Commission on Trade, Aid and Development (UNCTAD)

, 34, 38

United Nations Sustainable Development Goals (SDGs)

, 155, 247, 258–259

Universities

, 45

role in arts, cultural and creative entrepreneurship education

, 43–44

University of Cape Town

, 257

University of the Western Cape (UWC)

, 179

Validity

, 189–191

Venture capitalist (VC)

, 16–17

Virtual Private Network (VPN)

, 194

Virtual reality

, 257

Visionary abilities

, 78–79

Visionary constructive competencies

, 82–86

Visionary constructivism in entrepreneurship education initiatives

, 112–113

Vulnerability

, 249

Wandering

, 253–254

White Paper on Arts and Culture, The

, 37

White people

, 69

Woman empowerment

, 160–161

Work-integrated learning (WIL)

, 45, 47, 205

Youth unemployment and entrepreneurship education

, 202

Yves’ draft concept map

, 231

Zone of Proximal Development (ZPD)

, 15–16