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Entrepreneurial education, self-efficacy and intentions in Sub-Saharan Africa

Author

Listed:
  • Albert Puni
  • Alex Anlesinya
  • Patience Dzigbordi Akosua Korsorku

Abstract

Purpose - The purpose of this paper is to examine the mediating role of entrepreneurial self-efficacy (ESE) in the relationship between entrepreneurship education and intention in Ghana, Africa. Design/methodology/approach - In all, 357 questionnaires from final year undergraduate students at a public university in Ghana are analysed using linear multiple regression. Findings - The study reveals that entrepreneurship knowledge acquisition and opportunity recognition as dimensions of entrepreneurship education positively affect entrepreneurial intention (EI) and self-efficacy. Also, ESE increases the development of EI. The results further show that ESE mediated the relationship between the two measures of entrepreneurship education and EI. Practical implications - The findings imply that when students are exposed to entrepreneurship knowledge and opportunity recognition skills via entrepreneurship education, they can develop high ESE and intention to engage in venture creation. Findings therefore urge stakeholders in the education sector in Africa to formulate policy guidelines for the design and teaching of entrepreneurship education. Such policies and guidelines should emphasise more students’ acquisition of adequate knowledge in venture creation and management, and the development of skills for identifying business opportunities while instilling confidence in their abilities to become successful entrepreneurs. Originality/value - The mediating role of ESE in the relationship between entrepreneurship education and intention has been under-researched globally not just in Africa. Hence, this first study to the best of the knowledge in a Sub-Saharan African context, contributes further empirical evidence by demonstrating that ESE is a central psychological mechanism that can convert entrepreneurship education into EI. Besides, the study defies some of the findings in advanced economies by indicating that a theoretical entrepreneurship education course in Africa may work differently than in advanced economies and may actually foster the development of EI unlike in advanced economies.

Suggested Citation

  • Albert Puni & Alex Anlesinya & Patience Dzigbordi Akosua Korsorku, 2018. "Entrepreneurial education, self-efficacy and intentions in Sub-Saharan Africa," African Journal of Economic and Management Studies, Emerald Group Publishing Limited, vol. 9(4), pages 492-511, August.
  • Handle: RePEc:eme:ajemsp:ajems-09-2017-0211
    DOI: 10.1108/AJEMS-09-2017-0211
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    Citations

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    Cited by:

    1. Adeshina Olushola Adeniyi, 2023. "The mediating effects of entrepreneurial self-efficacy in the relationship between entrepreneurship education and start-up readiness," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-14, December.
    2. Ouni, Selma & Boujelbene, Younes, 2023. "The mediating role of big five traits and self-efficacy on the relationship between entrepreneurship education and entrepreneurial behavior: Study of Tunisian university graduate employees," Evaluation and Program Planning, Elsevier, vol. 100(C).
    3. Noemí Pérez-Macías & Laura Gismera Tierno & Vitor L. De Nicolas, 2023. "Educational Innovation Boosting Students’ Entrepreneurial Intentions," SAGE Open, , vol. 13(3), pages 21582440231, September.
    4. KOUL NGWE MANGUELLE Maximilien, 2024. "Does the Accumulating Human Capital Determine the Decision to Work as Self-employed? Evidence from Cameroon," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 15(2), pages 5769-5793, June.

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