Effect of University Entrepreneurship Courses on Entrepreneurial Motivation of Graduate
Chapter One
OBJECTIVE OF THE STUDY
The objectives of the study are;
(1) To find out if entrepreneurship course enhances self employment.
(2) To ascertain the effect of university entrepreneurship courses on entrepreneurial motivation of graduate
(3) To ascertain the relationship between entrepreneurship course and entrepreneurial motivation.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
ENTREPRENEURSHIP AND EDUCATION
Entrepreneurship is a process of establishing a business organization, which provides goods and services, creates jobs, and contributes to the national income and the overall economic development (Sethi, 2008). Entrepreneurial education is frequently considered an effective strategy towards more innovation (Lin, 2004). Entrepreneurship has been a part of the curricula in higher education institutions in North America for more than 50 years. The first graduate course in entrepreneurship was offered at Harvard University in 1948 by Professor Miles Mace (Katz, 2003). Soon after, Harvard Business School Professor Georges Doriot originated the concept of venture capital. Today, entrepreneurship courses are offered at most universities across the United States and worldwide. The demand has been driven by the students themselves, who are eager to take courses, ranging from business planning and start-up, to entrepreneurial finance and technology management. Universities in many countries have followed the example of US institutions and have instituted a wide range of entrepreneurship education efforts (Fayolle, 2000; Lin, 2004). In Europe, entrepreneurship only substantially began to enter the curriculum in the last 10 years, although a handful of institutions started earlier (Twaalfhoven & Wilson, 2004). This is in line with other trends, most notably with the growth of the venture capital industry, which finances innovative, growth-oriented companies2 . Entrepreneurship education can help promote entrepreneurial and innovative culture in Europe by changing mindsets and providing the necessary skills. With the security of Europe’s welfare system, people are less willing to take risks. This attitude is reinforced at the university, which traditionally has been focused on enabling students to find secure jobs. Meanwhile, globalization, rapid development of technology and the lower cost of travel have completely changed the nature of work. It is no longer enough to train students for a career. Universities must prepare students to work in a dynamic, rapidly changing entrepreneurial and global environment (Wilson, 2008). According to Fayolle & Klandt (2006), in contemporary entrepreneurship education, entrepreneurship can be viewed from three different angles, namely as a matter of culture or state of mind, as a matter of behavior, or as a matter of creating specific situations. Education focused on entrepreneurship as a matter of culture/state of mind encompasses those aspects that focus on values, beliefs and attitudes associated with entrepreneurship (i.e. entrepreneurial mindset, spirit or identity). Entrepreneurship education focused on behavior deals mostly with specific skills in relation to entrepreneurial behavior, like seizing opportunities, making decisions and developing social skills. Finally, entrepreneurship education focused on creating specific situations, concerns the creation of new firms and entrepreneurial situations (e.g. new ventures, corporate venturing). Whereas the focus of entrepreneurship education in the past was on the last dimension (venture creation, e.g. writing business plans), many current scholars argue that the real challenge for entrepreneurship education lies within the development of the first two dimensions, i.e. learning for entrepreneurship, rather than learning about entrepreneurship (e.g. Gibb, 2002; Honig, 2004) Croatia, as a post-communist country, has had a free market economy for about 20 years now. The Faculty of Economics at the University of Split has a short history of formal education, with the major in entrepreneurship, which started five years ago, when the Bologna process was implemented. The first students who graduated the entrepreneurship course, finished their study in 2010.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought effect of university entrepreneurship courses on entrepreneurial motivation of graduate
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information effect of university entrepreneurship courses on entrepreneurial motivation of graduate. 200 staff of selected SMEs in Etsako West Local Government Area Auchi, Edo State was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on effect of university entrepreneurship courses on entrepreneurial motivation of graduate. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of university entrepreneurship courses on entrepreneurial motivation of graduate
Summary
This study was on effect of university entrepreneurship courses on entrepreneurial motivation of graduate. Three objectives were raised which included: To find out if entrepreneurship course enhances self employment, to ascertain the effect of university entrepreneurship courses on entrepreneurial motivation of graduate, to ascertain the relationship between entrepreneurship course and entrepreneurial motivation. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of SME in Etsako West Local Government Area Auchi, Edo State. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made managers, secretaries, content developers and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
What is clear from the contents above mentioned is considerable importance and influence in the entrepreneurial process. Thus, provide a core of entrepreneurial can be an influence strategy and definitely it can have significant results. However, implementation activities of members and motivate them to be productive and effective is more important than core of entrepreneurship. Hence, as first propose methods of personal selection should be introduced and recommended using personnel who are entrepreneur and having high motivation, enthusiasm and great ability in his or her field. It certainly would be more beneficial to the appointment of the bureaucracy and the power of creativity, risks and other factors personality of personnel can affect the entrepreneurial process.
Recommendation
The following recommendations were made:
- The grant should be given to graduates who are ready to start up their own business as this will create employment.
- The graduate students should be encouraged to start up their own entrepreneurial business.
- The environment should be made conducive for business to encouraged entrepreneurs. This is a responsibility of the government and other stakeholders
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