Index
Delivering Entrepreneurship Education in Africa
ISBN: 978-1-83753-327-5, eISBN: 978-1-83753-326-8
Publication date: 14 December 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Iwu, C.G. and Shambare, R. (Ed.) Delivering Entrepreneurship Education in Africa, Emerald Publishing Limited, Leeds, pp. 269-279. https://doi.org/10.1108/978-1-83753-326-820231011
Publisher
:Emerald Publishing Limited
Copyright © 2024 Chux Gervase Iwu and Richard Shambare. Published under exclusive licence by Emerald Publishing Limited
INDEX
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
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
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
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
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
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
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
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
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
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
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
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
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
Zone of Proximal Development (ZPD)
, 15–16
- Prelims
- Chapter 1 The Flipped Classroom Effect on Entrepreneurship Education: Applying Critical Pedagogy in Digital Environments
- Chapter 2 Defining Arts and Cultural Entrepreneurship
- Chapter 3 The Utility of Stories in Entrepreneurship Education
- Chapter 4 Developing the Competencies of Envisioning and Constructing Through Entrepreneurship Education
- Chapter 5 Higher Education Entrepreneurship Programme and Student Entrepreneurial Uptake
- Chapter 6 Influences of Social Enterprises in Promoting Entrepreneurship Education
- Chapter 7 Business Simulation Games and Entrepreneurial Education
- Chapter 8 Entrepreneurship Education and Entrepreneurial Intention
- Chapter 9 Concept Mapping and Entrepreneurial Thinking
- Chapter 10 Entrepreneurship Education and Its Mode of Delivery
- Index