Appropriate Instructional Method(S) for Teaching Entrepreneurship Education at Tertiary Level in Nigeria

Background: Entrepreneurship education interventions are deemed effective when they enhance interns’ entrepreneurial intent (EI) and entrepreneurial self-efficacy (ESE). Notwithstanding the emergence of internship as an experiential learning approach in entrepreneurship education, evidence about their potential to foster EI and ESE lacks systemisation.Aim: The aim of this study was to determine whether internships enhance EI and ESE. Furthermore, to what extent South African tertiary institutions include internships in their entrepreneurship and management curricula and the obstacles to such inclusion.Setting: South Africa has made a concerted effort to insert an entrepreneurship component across tertiary curricula. The evolution of this entrepreneurship component to experiential learning approaches is, however, unclear.Methods: A qualitative research approach was followed. Firstly, it reviewed empirical evidence for the positive relationship between internships and EI and ESE. Secondly, it conducted a survey of entrepreneurship and business management programmes at all 23 South African tertiary institutions and content analysed the retrieved information to determine whether such programmes include internships. Finally, 10 experts were interviewed to unveil the constraints inhibiting the inclusion of internships in tertiary curricula.Results: The results revealed empirical support for the positive influence of internships on both EI and ESE. Significant lack of inclusion of internships in tertiary curricula in South Africa emerged, owing mainly to administrative issues, curriculum re-design challenges, and lack of mentoring capacity.Conclusion: Tertiary-level entrepreneurship education programmes should include an internship component. The paper suggested that tertiary institutions pilot-test the inclusion of internships with a small number of students and a selected cohort of small business owners.

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The End of Entrepreneurship: A Holistic Paradigm for Teaching and Learning About, for and through Enterprise

Industry and Higher Education ◽

10.5367/000000007780222705 ◽

2007 ◽

Vol 21 (1) ◽

pp. 43-57 ◽

Cited By ~ 2

Author(s):

Eugene Luczkiw

Keyword(s):

Small Business ◽

Business School ◽

Teaching And Learning ◽

Entrepreneurship Education ◽

School Curriculum ◽

Business Owners ◽

Tertiary Level ◽

Small Business Owners ◽

Fields Of Study ◽

Agents Of Change

This paper builds a case that broadens the purpose of entrepreneurship education beyond the walls of the business school to include diverse fields of study at the tertiary level. Entrepreneurship, as a discipline, transcends traditional business school programmes that constrict its holistic nature. It has long been recognized that entrepreneurs are much more than small business owners/managers or self-employed people. They are more aptly described as agents of change and disruption and, more importantly, entrepreneurs can be found in every sector of society. The emerging science of complexity holds a great deal of promise as a theoretical framework for the entrepreneurial journey. The field of entrepreneurship is holistic and interdisciplinary in nature. Entrepreneurship requires a much broader sweep than what the business school curriculum alone can offer. The ‘end’ of entrepreneurship calls for a whole new field of study to unfold and emerge.

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Entrepreneurship education for executive MBAs

Industry and Higher Education ◽

10.1177/0950422217718764 ◽

2017 ◽

Vol 31 (5) ◽

pp. 305-317 ◽

Cited By ~ 4

Author(s):

Haven Allahar ◽

Candace Brathwaite

Keyword(s):

Business Schools ◽

Entrepreneurship Education ◽

Business Administration ◽

Master Of Business Administration ◽

Tertiary Level ◽

Learning Approaches ◽

Cultural Contexts ◽

Growing Body ◽

The Subject ◽

University Setting

Entrepreneurship courses are now a feature of the curricula of many tertiary-level business schools. While there is a growing body of research on the subject of entrepreneurship education and learning, studies of the executive master of business administration (EMBA) are relatively sparse. This article offers an example of an entrepreneurship course specifically tailored to the more mature and experienced EMBA participants. The curriculum offered in this article is the result of 25 years of teaching, testing and refining of content and learning approaches in a university setting. The argument is that the course, as currently designed, can serve as a template for courses to be conducted in business schools located in similar cultural contexts and economic environments.

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Improving English Majored-Students’ Learning Outcomes via the Inclusion of Entrepreneurship Education and Training at the Tertiary Level in Vietnam

10.31219/osf.io/9gj54 ◽

2020 ◽

Author(s):

AISDL

Keyword(s):

Learning Outcomes ◽

Entrepreneurship Education ◽

Education And Training ◽

Tertiary Level ◽

Universities And Colleges ◽

Business People ◽

New Graduates ◽

The World ◽

True Condition ◽

And Training

This paper centers on exploring the trend and practice ofincluding entrepreneurship education and training(hereinafter called EET) in the higher educationcurriculum in the world. Its author also supports the ideathat entrepreneurship can be learnt through EETprograms under certain circumstances. After examiningthe true condition of Vietnam for private entrepreneurssince it became independent in 1945, his analysis showsthat Vietnam is the prospective market not only fordomestic business people but also for foreign investors.Then, he highly recommends some proper measures forVietnamese universities and colleges to introduce EETprograms to English-majored students formally. It issupposed that the inclusion of EET programs at thetertiary level not only helps minimize the unemploymentrate among new graduates on the present-day labormarket but also contributes to generating jobs for others.

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A Comparative Analysis of Blended Models at Tertiary Level

Machine Learning Approaches for Improvising Modern Learning Systems - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-5009-0.ch010 ◽

2021 ◽

pp. 248-271

Author(s):

Vijaya Kumar S. ◽

Tamilarasan P.

Keyword(s):

Learning Outcomes ◽

Instructional Method ◽

Tertiary Level ◽

Test Results ◽

Blended Instruction ◽

Homogeneous Groups ◽

Group A ◽

Group B ◽

The Impact ◽

Online Group

In this research study, the learning outcomes of a blended learning course in an ESL classroom is reported. Although previous research studies have adequately addressed the effect of blended instruction on learning outcomes, there is a dearth of research on the effectiveness of flipped and online model. A review of current literature on online and flipped models revealed that both these models positively impact the learning outcomes. Since this study aims to measure the impact of these two models, an experimental research design was chosen. Two homogeneous groups with a sample size of 22 from each were randomly selected for the study. The instructional method for Group A was the flipped model, and the instructional method for Group B was the online lab model. The t-test results indicated that the the flipped group outperformed the online group.

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To live and to learn: Practice-led learning through entrepreneurship education

Inovacije u nastavi ◽

10.5937/inovacije2102012t ◽

2021 ◽

Vol 34 (2) ◽

pp. 12-26

Author(s):

Thea Tselepis ◽

Cecile Nieuwenhuizen ◽

Chris Schachtebeck

Keyword(s):

Qualitative Research ◽

Entrepreneurship Education ◽

Tertiary Level ◽

Research Approach ◽

The Matrix ◽

Using Data

The aim of this paper is to propose a matrix that could guide the approaches to entrepreneurship education at tertiary level bearing in mind binary constructs such as theory-led learning versus practice-led learning, as well as different contexts such as entrepreneurship in a formal programme versus entrepreneurship in a module only. A qualitative research approach was followed to compile the matrix, using data collected from 25 students who reflected on what an ideal programme or module could have entailed and what the most meaningful activities could be for such a programme or module. The matrix proposes some insightful approaches and activities that educators may consider when refining their module outcomes and assessments.

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Services Provided for Lactating Mothers at Lactation Management Clinic in Selected Tertiary Level Hospitals

Journal of Preventive and Social Medicine ◽

10.3329/jopsom.v38i2.47867 ◽

2020 ◽

Vol 38 (2) ◽

pp. 68-73

Author(s):

Tarannum Tasnim ◽

ANM Shamsul Islam ◽

Mehedi Hasan Azad ◽

Farhana Sharmin

Keyword(s):

Breast Milk ◽

Milk Production ◽

Public Awareness ◽

Cross Sectional Study ◽

Dietary Advice ◽

Tertiary Level ◽

Cross Sectional ◽

Breast Milk Production ◽

Lactating Mothers ◽

Structured Questionnaire

Background: Children are the precious gift from the Almightily Allah and breast milk is an ideal product given to the human being by nature to fulfill all requirements of the offspring until they are matured enough to take adult food. Objective: To assess the services provided for lactating mothers at lactation management centre in selected tertiary level hospitals. Materials and Methods: This cross sectional study was conducted among 100 Lactating mothers who were selected conveniently and were interviewed by pre-tested semi-structured questionnaire and an observational checklist. Collected data were processed and analyzed using SPSS (Statistical Packages for Social Science) software. Results: Lactation management centre (LMC) is supervised by a consultant and separate room is allotted in both out-patient and in-patient departments. Mothers came with lactation problems were more likely in the first month of the baby (73%) and feeling of not enough milk production was common (49%).Highly significant relationship was found between breast problems of lactating mother and age of child (p<0.001). About 84% respondents received practical demonstration on position and attachment of the baby during lactation. About 91% respondents got dietary advice for enough breast milk production, 75% got dietary advice regarding their child’s weaning food chart and69% got health education. Maximum mothers were informed about LMC by doctor & nurse (82%). Conclusion: Information about LMC services should be disseminated across the country. Lactating mothers should be familiarized with LMC and public awareness should be enhanced for effective management of breastfeeding problem to promote, protect and support the breastfeeding. JOPSOM 2019; 38(2): 68-73

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