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This paper offers a story-based/narrative inquiry rooted in qualitative methodology, portraying a millennial entrepreneur in Uganda, a low-developed country that has successfully demonstrated entrepreneurial behaviors at work. The study of entrepreneurial behavior at workplaces by millennial entrepreneurs formed the basis for the real-life trials that entrepreneurs go through in their businesses. Besides, the produced empirical content gives a solid linkage between the story and the enterprise's work setting.

In this study, the authors used storytelling to get a clear view of reality and obtain a real-life experience of entrepreneurial behavior at work. The experiences and perceptions of the millennial entrepreneur were assessed by conducting in-depth interviews while focusing on the context, actions, results and lessons to generate a coherent story.

This paper reports that demonstrating entrepreneurial behavior at work by the millennial entrepreneur resulted in better performance that ultimately benefited the enterprise. Additionally, findings reveal that story-based narrative inquiry is appropriate for demonstrating the true reality at workplaces, especially in the context of exhibiting the behaviors of entrepreneurs. Other entrepreneurs can emulate what the actor did and benchmark on the findings to improve their performance and that of their enterprises.

This study is unique in its use of a positive story showing a real-life experience of how entrepreneurial behaviors are exhibited at workplaces in micro and small enterprises in a low-developed country like Uganda. The paper also offers evidence and insights into the use of a positive story to demonstrate a practical experience of how millennial entrepreneurs demonstrate entrepreneurial behaviors at work. Additionally, the study used multiple theories that best explained the current practice of entrepreneurial behavior among millennials at workplaces in micro and small enterprises.

The purpose of this paper is to investigate the role of universities in preparing disabled students to become entrepreneurially inclined after graduation with the aim of developing an entrepreneurial inclination (EI) model.

A cross-sectional survey was employed using 220 disabled universities’ students in the north-central Nigeria. Data were analyzed using descriptive statistics, correlation analysis and structural equation model. All analyses were performed using SPSS version 22 and AMOS version 22.

The findings buttress the significant position of universities in promotion entrepreneurial spirit. It revealed that the university’s role (UR), entrepreneurship education (EE) and role models (RMs) have a positive influence on disabled students’ EI. Universities that make provisions for entrepreneurship infrastructure, knowledge and RMs to disabled students will boost their EI. Second, the more lecturers and RMs inspire students, method of teaching and demonstrating enthusiasm are applied in the teaching of entrepreneurship, the better it prepares students for entrepreneurial career after graduation.

The study is only restricted to Federal Universities in the North-Central Nigeria. Further research could be conducted to cover other tertiary institutions in North-Central Nigeria. Furthermore, the study employed the cross-sectional approach. A longitudinal approach should be employed to study the trend over a period of at least two years. Finally, the factors identified in triggering EI may not be sufficient enough in explaining the phenomenon. There are other factors that may contribute in influencing EI of the disabled students that were not part of this study.

This study indicates a number of implications for the universities and policy makers. Specifically, EE, UR and RMs make significant contributions to inclination for disabled students. These factors are key for universities in Nigeria to consider in preparing these students to become entrepreneurial graduates. Policy makers and other stakeholders need to develop keen interest in designing entrepreneurship curriculum to accommodate the specific needs of students with disabilities.

This study is the first in Nigeria to empirically test the relationship between UR, EE and EI as well as the moderating effect of RMs among universities’ disabled students.