Abstract:
Background: Owing to the popularity of entrepreneurship as an alternative to formal
employment, entrepreneurship education has become the main instrument for equipping
graduates with survivalist and innovative skills for new venture creation in their postcollege
life. However, despite the growing body of literature on the entrepreneurship
education–entrepreneurial intention nexus, there are limited studies based on qualitative
methodologies covering this relationship.
Aim: This article develops an in-depth understanding of the interface between exposure to
entrepreneurship education and the entrepreneurial intention of students.
Setting: The study draws on the perceptions of 27 purposively selected national certificate
level students at a Zimbabwean polytechnic.
Methods: The study used an interpretive qualitative research design, with data being collected
through focus group discussions.
Results: Findings suggest that while passive learning and teaching methods were critical
to orienting students towards the entrepreneurship field, over-dependence on theoretical
content, teacher-dominated delivery, the absence of deep practical orientation and
engagement with industry undermined the significance of tertiary level entrepreneurship
education.
Conclusion: To enrich the development of potential entrepreneurs, the implication of these
findings is that educators and policymakers should address various aspects of the
entrepreneurship education value chain (from content creation, delivery strategy, enhancing
practical orientation of the subject, and developing lasting relations with industry long before
entrepreneurship starts) that potentially affect students’ willingness to engage in future
entrepreneurship.
