impact of entrepreneurship education on new ventures creation a case study

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Advances in Social Sciences Research Journal – Vol.4, No.25 Publication Date: Dec. 25, 2017 DoI:10.14738/assrj.425.4014. Agwu, M. E., Onwuegbuzie, H. N., & Ezeifeka, P. (2017). Impact of Entrepreneurship Education on New Ventures Creation - A Case Study. Advances in Social Sciences Research Journal, (425) 98-114. Copyright © Society for Science and Education, United Kingdom 98 Impact of Entrepreneurship Education on New Ventures Creation - A Case Study M. E. Agwu - PhD Associate Professor of Strategic Management Lagos Business School, Pan-Atlantic University, Lagos, Nigeria Km 22, Lekki-Epe Expressway, Ajah, Lagos, Nigeria H. N. Onwuegbuzie - PhD Senior Lecturer in Entrepreneurship Lagos Business School, Pan-Atlantic University, Lagos, Nigeria Km 22, Lekki-Epe Expressway, Ajah, Lagos, Nigeria P. Ezeifeka - B.Sc Covenant University, Ota, Ogun State, Nigeria ABSTRACT This study explored the impact of entrepreneurship education on new ventures creations. Entrepreneurship education is viewed as a potent tool for influencing students ‘learning orientation and expression of new ventures creations. And this has assisted in the creation of blue collar jobs thereby alleviating poverty in various economies. A qualitative method was employed using semi-structured interviews as data collection tools. A total of fifteen (15) students who own startup in the selected universities were sampled and interviewed. Data was transcribed ad-verbatim and analyzed. The results showed significant impact of the constructs of entrepreneurship education and new venture creation of the sampled students. The findings further revealed a plethora of hidden facts on the reasons for both the acceptance and reluctance on student’s start-up of businesses after before and after graduation. Based on the findings, it was recommended that practical activities should be emphasized during students ‘course of study and interest should involve identification of products and market opportunities. Keywords: Entrepreneurship, Education, Job creation, University students, Nigeria BACKGROUND OF THE STUDY Entrepreneurial learning and teaching methods are inculcating entrepreneurial skills and attitudes in students to motivate the creation of new venture by undergraduates (Middleton, 2010). The quest for white collar jobs and unemployment rate suggest the educational system in Nigeria lacks the element crucial to avoiding the high rate of unemployment in the country although the government through its monitoring ministries and academic agencies made entrepreneurship education compulsory for tertiary institutions (Akure & Adogbeji, 2013). Consequently, there may exist some gaps between the development of entrepreneurship education for students, and the eventual translation of this education into new venture creation. Having observed the important role entrepreneurship education plays in providing the opportunity for young graduates to imbibe the attitude, entrepreneurial career inspiration and entrepreneurial culture needed for new ventures creation. Onuma (2016) asserts that the noticeable unemployment saga has been one of most disturbing problems facing all unemployed graduates in Nigeria. Most Nigerian universities have failed to incorporate

TRANSCRIPT

AdvancesinSocialSciencesResearchJournal–Vol.4,No.25PublicationDate:Dec.25,2017DoI:10.14738/assrj.425.4014.

Agwu,M.E.,Onwuegbuzie,H.N.,&Ezeifeka,P.(2017).ImpactofEntrepreneurshipEducationonNewVenturesCreation-ACaseStudy.AdvancesinSocialSciencesResearchJournal,(425)98-114.

Copyright©SocietyforScienceandEducation,UnitedKingdom 98

ImpactofEntrepreneurshipEducationonNewVenturesCreation-ACaseStudy

M.E.Agwu-PhD

AssociateProfessorofStrategicManagementLagosBusinessSchool,Pan-AtlanticUniversity,Lagos,Nigeria

Km22,Lekki-EpeExpressway,Ajah,Lagos,Nigeria

H.N.Onwuegbuzie-PhDSeniorLecturerinEntrepreneurship

LagosBusinessSchool,Pan-AtlanticUniversity,Lagos,NigeriaKm22,Lekki-EpeExpressway,Ajah,Lagos,Nigeria

P.Ezeifeka-B.Sc

CovenantUniversity,Ota,OgunState,Nigeria

ABSTRACTThis study explored the impact of entrepreneurship education on new venturescreations. Entrepreneurship education is viewed as a potent tool for influencingstudents ‘learningorientationandexpressionofnewventurescreations.Andthishasassisted in the creation of blue collar jobs thereby alleviating poverty in variouseconomies. A qualitative method was employed using semi-structured interviews asdata collection tools. A total of fifteen (15) studentswhoown startup in the selecteduniversities were sampled and interviewed. Data was transcribed ad-verbatim andanalyzed.Theresultsshowedsignificantimpactoftheconstructsofentrepreneurshipeducation and new venture creation of the sampled students. The findings furtherrevealed a plethora of hidden facts on the reasons for both the acceptance andreluctanceonstudent’sstart-upofbusinessesafterbeforeandaftergraduation.Basedon the findings, it was recommended that practical activities should be emphasizedduringstudents‘courseofstudyandinterestshouldinvolveidentificationofproductsandmarketopportunities.Keywords:Entrepreneurship,Education,Jobcreation,Universitystudents,Nigeria

BACKGROUNDOFTHESTUDY

Entrepreneurial learning and teaching methods are inculcating entrepreneurial skills andattitudes instudents tomotivatethecreationofnewventurebyundergraduates(Middleton,2010).ThequestforwhitecollarjobsandunemploymentratesuggesttheeducationalsysteminNigerialackstheelementcrucialtoavoidingthehighrateofunemploymentinthecountryalthough the government through its monitoring ministries and academic agencies madeentrepreneurship education compulsory for tertiary institutions (Akure & Adogbeji, 2013).Consequently, there may exist some gaps between the development of entrepreneurshipeducation for students, and the eventual translation of this education into new venturecreation.Havingobserved the important roleentrepreneurshipeducationplays inprovidingtheopportunityforyounggraduatestoimbibetheattitude,entrepreneurialcareerinspirationandentrepreneurialcultureneededfornewventurescreation.Onuma(2016)assertsthatthenoticeable unemployment saga has been one of most disturbing problems facing allunemployed graduates in Nigeria. Most Nigerian universities have failed to incorporate

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entrepreneurship trainings, equipment’s and making entrepreneurial learning environmentunavailable which would have been a platform for employment, economic growth andincreased welfare. Uzoagulu (2012) asserts that practically some universities create theopportunity for one or two entrepreneurial courses, taught by some lectures who have nopractical experienceof entrepreneurshipwhile students take such courses as a requisite forgraduation.This, according to the author, is verydetrimental to the educational state of thecountry because it would empower the growing citizen to develop mental and get self-employedinsteadofbeingunemployedinNigeria.Entrepreneurshipshouldbeintroducedasanexplicitelementwithinthecurriculumforformalandnon-formaleducation,withnationalon good practices to achieve this; Practical entrepreneurship experience should be madewidely available throughout all stages of education and training, with a minimum of onecompulsory education for all learning. This is a platform stimulates and developentrepreneurial skills which could eventually lead to the development of new venturescreation.Thisactionif implementedisbelievedtoreducethepresentlevelofunemploymentthatisplaguingNigeriathereforereducingtherateofviolence,povertyandsegregationamongcitizens.

REVIEWOFRELATEDLITERATUREAccording toPeterman&Kennedy(2003); if tasksand techniquesare tobemade toupdateentrepreneurial behaviour, then an aggregate comprehension of the factors that effect andshape an individual's goals to go into entrepreneurship is important. Entrepreneurship iscreated as a fundamental idea in overall economic change. Various studies have shown thatentrepreneurship instruction is a fundamental wellspring of making human capital andfurthermoreexpectabasicpartingivinglearningopportunitiestoindividualstoimprovetheirentrepreneurialaptitudes,dispositionsandlimits.Higgins&Elliott(2011)inaninvestigationof Irishgraduates,whotookpart inentrepreneurshipactivitiesandprojectswhileatschool,found thata relativelyhighextent (55%)of the specimendetailed that thecourseproducedhadapositiveresultontheirensuingprofessionchoice.Thereviewlikewisefoundthat7%ofthe respondents had started a start-upwander inside five years of graduation. Baba (2013)recommended that entrepreneurs complete this objective through various interrelatederrands, for example, natural filtering, information sorting, arranging, and reflecting It takesafter to the degree that opportunities recognizable proof includes enacting entrepreneurs'socio-intellectualaptitudesandparticipatinginassignments,theentrepreneur'sself-adequacyconvictions about undertakings are important. An empirical finding byMudashir, Rozilah &David(2014)intheirreview, 'IstheImpactofEntrepreneurshipEducationasexceptionalastheDemand?'uncovered thatEntrepreneurshipEducationProgram (EEP)positively affected thestudents’ entrepreneurial aims, esteem creation and solid aspiration to act later on asentrepreneur.Inspiteofthisastoundingeffects,thebasicissueisthedevotionoftheaffectedanincentiveontheunderstudiesoveraperiodslackaftergraduation.AreviewbyTaiwoandAgwu (2016) in Nigeria set out to review the impact of entrepreneurship training on theunderstudies'entrepreneurialgoals.Thereviewmakesitclearthatentrepreneurialattributesofyoutharedifferingandtheirpresentationtoentrepreneurshipinstructionforatimeoffouryearsisfitforincitingthegoalofgettingtobeentrepreneurs.Akpomi(2008)intheirstudyonentrepreneurship among prospective graduates of business/management faculties andeconomic development in Nigeria for a sample of 400 final year students selected throughrandomsample, revealed thatonly13.7%ofgraduates-to-beaspire toownbusinessesupongraduation. Reasons given for this are there are no take-off assets/sponsorship, insufficientplanning to confront the requests of running businesses and the poor state of mind ofNigerianstowardsbuyingmade-inNigeriaproducts.Basedontheforegoing,itisevidentthatthere was no concentred effort to enrich our understanding of the extent to whichentrepreneurship education is converted into new ventures creation or start-ups (Taiwo,

Agwu,M.E.,Onwuegbuzie,H.N.,&Ezeifeka,P.(2017).ImpactofEntrepreneurshipEducationonNewVenturesCreation-ACaseStudy.AdvancesinSocialSciencesResearchJournal,(425)98-114.

100 URL:http://dx.doi.org/10.14738/assrj.425.4014.

Agwu,Aregan,andIkpefan,2016).Therefore,eEntrepreneurshipeducationisassumedtohavebeen implemented in all university institution, orders from the government but despite thisNigeria still remains unchanged in terms of unemployment rate, stagnated economies andgrowth.Thisstudythereforeexamineswhythereisnoformofimprovementandhowchangescanbemade.Entrepreneurialeducationhasrecentlybeenconstrainedtothe'formallearning',therehastocrossoverthegap,asentrepreneurialeducationdoesnot justrest intheformalpart of education, however it could likewise be a life-long learning process, that may notrequireanacademicinstitution.Itrestsonthemixtureofbothformalandinformallearning.OverviewA profitable and sustainable business creation is possible only through entrepreneurshipeducation which offers essential skills, motivation and awareness to the students (Salihu,2016). Entrepreneurship education has been considered a relevant field of study amongdeveloped academics around the world for a period of time due to several factors whichincludes a means of regenerating stagnated economies; stimulating growth and reducingunemployment rate by providing new jobs. Entrepreneurship has been recognized as arelevant element in thedynamics of all economies and it is regarded as thedriving force ineconomicgrowthandcreationofjobs(Salihu,2016).Moreover,extensiveresearchhasshownthatsmallbusinessventuresareaccountableforanincreasinggreaterproportionofeconomicactivities in themost countries (Tende, 2015). This is becausemost newventures creationsbenefit the economy by contributing to job creation, innovation and economic growth.According to Goetz, Fleming and Rupasigha (2012) new ventures creation has a significantpositive economic impact not only onwages and salary employmentbut also onper capitalgrowth and poverty reduction. According to Fayolle and Gailly (2013) there has been amisunderstanding amongst academics and business minded people concerning whetherentrepreneurshipcanbetaughtatall.Peopleperceiveentrepreneurshipasatalentwithwhichone isbornand cannotbe taught; however, thismayalsobe assumedbyotherprofessions;suchasengineering,medicineorlaw,andnobodywilldisputetheneedtoeducatestudentsonthesesubjects (Fayolle,2013).This is to someextent feasible,butalso that itpresupposesaspecial kind of didactics and pedagogy focused on the development of academic as well aspersonal competence. In addition,Ayoade andAgwu, (2016) asserted that entrepreneurshipeducation inoculates in individual’s entrepreneurial skills that enables them confrontsituations in a creative and innovative way. Taiwo, Agwu, Aregan, and Ikpefan, (2016)observedthatthroughtheyears,variousGovernmentalbodiesandinstitutionsinNigeriahaveput inefforts to initiateandencourage the ideaofentrepreneurshipby introducingmultiplemechanism which include; the National Directorate of Employment (NDE) in 1986, theMillennium Development goals (MDGs) of 2000, the National Economic Empowerment andDevelopment strategy reform in 2003, and the Youth Enterprisewith Innovation in Nigeria(YOU-WIN) of 2011. The recent Nigerian Youth Enterprise competition which wasimplementedin2016,administrationof N10billionthroughtheBankofIndustrytosupportyouth entrepreneurial project in March 2016, the Youth Initiative Empowerment andDevelopmentProgramme(YIEDP),BabsonCollegewhichinitiated‘Apractice-basedapproachto entrepreneurship Education’, the ASO Rock Demo day in September 2016 and MarkZuckerbergpresencealsohelpedtovalidatethehighrateofentrepreneurialspiritinNigeria.Currently,theNigeriangovernmentthroughtheNationalUniversitiesCommissionhasmadeitmandatory for every undergraduate to offer entrepreneurial courses as a step towardsstimulating active and productive entrepreneurial activities in the country (Buba, Ayuba &Rimamnde, 2015). This implies that entrepreneurial education may sign post the futureentrepreneurialbehaviorandcreationofnewventures.Nevertheless,creationofnewventurecan be expressed through certain observable actions to show commitment towards theachievementofentrepreneurialvision.Therefore,thestudyseekstodeterminetheimpactof

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entrepreneurship education on new venture creation. This study aims to among others;examine the impactofentrepreneurshipeducationonnewventurescreation inNigeriawiththe overarching objective of investigating the impact of entrepreneurial education on newventures creationswithin theNigerian landscape.Thequestions that readily comes tomindandbeggingforanswerare1)towhatextentdoestheeducationinfluencethecreationofsmallstart-upbusinessesand2)inwhatwaysdoesvocationaltrainingsaffectthecreationofviablegoodsandservicesBarrierstoSocialStartupinNigeriaIt is entangled to separate particular variables that are impeding the advancement of socialendeavour inNigeria. The planning has not been auspicious for social venture inNigeria todate.Thesemightbeafewreasons:i. Government focus: Though the legislature has set up clear social and financial

objectives that incorporate decreasing open spending and changing openadministration.Socialundertakingmayappeartobeunrelatedgiventheextentoftheseneedsanduncontrolledrebuilding;socialventureisaconveyanceframework,anotherstructure and institutional shape that is plainly adjusted to these Government needs(Kaplan,2013).

ii. Roleofpublicsector:Socialventureisprobablygoingtoremainsloweddownwithoutgovernment initiative. Without extensive stores of private riches and a custom ofbeneficentgiving,thestatehasturnedintoNigeria'sbiggestdonorandsocialendeavorisnot liable topickup footingwithoutduty fromthestate.Moreover,general societyadministration is scrutinized for being danger loath and ineffectively situated toadvance. "Incessant absence of development in our open division has prompteddeclining productivity, poorer administrations and lost esteem" (Wagner, 2012),general society segment requires a culture change that endures disappointment,supportsimaginationandgraspsnewthoughts(Kaplan,2013).

iii. Fragmentation: An entire framework system is an outlook, culture, procedure andstructure.Nigerianestablishmentsareastoundinglydivided.Governmentisattemptingtoseparateobstructionsinsidepeopleingeneraladministrationandthereadditionallyshouldbesubstantiallymorecross-divisionjointeffort.Thebaybetweenthebusinessand social areas is especially intense; the shortage of middle person associationshinderschancesto fabricateconnectionsandstructurescrosswiseoverparts(AyoadeandAgwu,2016).

iv. Size and location – Nigeria extensive size presents many difficulties, particularlyuncultivated markets. Put based endeavors battle with scale in numerous groups.Innovationstagesreduceyetdon'tdispensewiththesehindrances(Kaplan,2013).

TheoreticalunderpinningStart-upentrepreneursbasksintheeuphoriaofwellwonfreedomofbeenbossedastheyaretheir own boss and have a complete say on the business, (Taiwo and Agwu, 2016). Thealbatrosshowevercomesintheshapeoftherelatedlonghoursexpectedtoputthebusinessinthe gliding shape before the employment of a manager. The expertise required for thisenormousroleisessential,thereforediligence,patienceandattentiontominutedetailsareofutmost importance, these are inmost cases either lacking or in short supply.However, it isfoundtobepresentinveryfewcaseshencethesuccessstorieswhichbringsintheattractionandcausesthepullandpushfactorsfortheholisticembraceofentrepreneurshipasaventure.The main aim of entrepreneurship education was based on the simple assumption thatknowledgeofentrepreneurshipcanbe taughtasadisciplineand learned tobeofuse to thelearnerwiththebeliefthatwhatwaslearntwillbeputtopracticeresultinginstart-upofsmallbusinessventures.

Agwu,M.E.,Onwuegbuzie,H.N.,&Ezeifeka,P.(2017).ImpactofEntrepreneurshipEducationonNewVenturesCreation-ACaseStudy.AdvancesinSocialSciencesResearchJournal,(425)98-114.

102 URL:http://dx.doi.org/10.14738/assrj.425.4014.

Linan, (2004) integrating the Theory of Planned behavior as expoused by Ajzen (1991)proposed that entrepreneurship education to an individual had to strengthen participants’intentionstobecomeanentrepreneursasdepictedinFigure1below.Inthisfigure,theTheoryof Entrepreneurial event as stated by Shapero and Sokol (1982)were combined to becomemodel of entrepreneurial intentions and this was achieved by adding the element ofentrepreneurialknowledgeacquiredthrougheducation.

Figure1:LinanModelonEntrepreneurialIntentions

Source:Linan,F.(2004)Intention-basedmodelsofentrepreneurshipeducation.PiccolaImpressa/SmallBusiness,3(1),11-35

Based on the above, this study further measures the influence of entrepreneurial knowledge to the factors that drive intentions according to Ajzen’s Theory of Planned Behaviour (TPB). The adoption of this model is premised on the fact that the participating students on the Entrepreneurship Education Programme (EEP) are carefully selected and observed to understand their intentions of the world of entrepreneurship. In line with the elements in the above model, the Planned Behavioural Control (PBC) in this context combines the environment, social norms and self-efficacy as mediating factors that will ultimately lead to the planned behavior. In the final analysis it is expected that the end result of this study will showcase and confirm that the TPB model used can serve as an indicator for the EEP and ultimately lead to action. Azjen’sTheoryofPlannedBehaviourThe theoryof plannedbehaviourhasbeen in existence for aperiodof time and It hasbeencriticisedbydifferentauthors.Williamson(2014)regardeditasasocialpsychologicalmodelwhich can be used to assist our thinking when considering why people perform particularbehaviours.Thetheoryofplannedbehaviourisbasedonthetheoryofreasonedaction(TRA),whichwasproposedbyFishbeinandAjzenin1975-80(FishbeinandAjzen,1975;AjzenandFishbein, 1980). The theory comprises of three noteworthy develops, 1) the behaviouralintentionthatdependonupon2)subjectivestandardsand3)attitude.Themoregroundedtheuplifting attitude towardbehaviour are and themore grounded the social standards towardbehaviour are, the more grounded the behavioural intention is. On the off chance that theintentionishigh,theindividualisliabletoperformthepredeterminedbehaviour.Behaviouralintention (BI) measures the quality of the intention to execute a predetermined behaviour.Subjective standards (SN) depict theweight from peers or friends to conform to particularstandards. In theevent that, for instance,entrepreneurship is seenasunreasonably riskyby

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peers and friends, then the individual ismorehostile toperformentrepreneurialbehaviour.Attitude (A) include of assumptions about the results of performing a predeterminedbehaviour. The TRA can be unravelled in a scientific formula: BI = SN + A. The TRA wasdeveloped furtherand in1991Ajzenrecommended the theoryofplannedbehaviour (Ajzen,1991). One main development was the addition of a third attitudinal determinant ofbehavioural intention,perceivedbehaviouralcontrol.Thetheoryacceptsthatspecificactionsare preceded by a conscious intention to act in a definedway. Furthermore, intentions aredependent on attitudes that are affected by past life experiences, personal features andperceptionsdrawnfromthoseexperiences(Ajzen,1991).Thetheoryofplannedbehaviourismade up of three attitudinal antecedents of intentions: Disposition toward behaviour isproportionate to thestateofmind idea in theTRAandalludes to theextent towhichamanconsiders performing certain conduct. It speaks to the level of attractive quality andincorporates desire of results coming about because of this behaviour. Subjective standardsrefer to the social and social weight to perform a particular conduct. Critical in thisappreciationarefriends',thefamily'sassociates',systems'ormentors'assumptionsabouttheattractivequalityof,forinstance,becominganentrepreneur.Seenbehaviouralcontrolcoverswith Bandura`s idea of self- adequacy (Bandura, 1986) and is ameasure of the individual'sapparent capacity to perform a predefined conduct (Krueger et al., 2000). This could beapplied to theNigeriansettingsasmostgraduatesgetsentrepreneurial intention,on leavingthecollegesettingsbutendupnotpursuingtheirentrepreneurialdreamsbecauseofthelackof solid entrepreneurial intentions, that where the theory of planned behaviour comes intoplay, thatwhatAjzen,was trying topassacross inhis theory; wherehe says intentionsaredependent on attitudes that are affected by previous life experiences, personal features andperceptionsdrawnfromthoseexperiences(Ajzen,1991).Dewey’sTheoryofExperienceInfurtheranceofthis,theDewey’sTheoryofExperienceoftenreferredtoastheExperientiallearningtheoryreadilycomestomind.Thistheorycarefullycombinesandgivesalotoffleshtotheabovetwotheories

Figure2:ExperientialLearningCycle

Source:Dewey,1938;Kolb,1984

For JohnDewey,educationanddemocracysystemarepersonallyassociated;as indicatedbyDewey great education ought to have both a societal reason and reason for the individualunderstudy. For Dewey, the long-haul matters, however so does the fleeting nature of aninstructiveaffair.Teachersarecapable,inthismanner,forgivingunderstudiesencountersthatare quickly significant andwhich better empower the understudies to add to society (Neill,2005). Dewey elaborated on two extremes in education: customary and dynamic education.Theworldviewwarstillgoesahead; fromoneperspective,moderatelyorganized,restrained,requested,instructionalconventiontrainingversusmoderatelyunstructured,free,understudy

Agwu,M.E.,Onwuegbuzie,H.N.,&Ezeifeka,P.(2017).ImpactofEntrepreneurshipEducationonNewVenturesCreation-ACaseStudy.AdvancesinSocialSciencesResearchJournal,(425)98-114.

104 URL:http://dx.doi.org/10.14738/assrj.425.4014.

coordinated dynamic instruction. Dewey censures customary instruction for ailing in all-encompassing comprehension of understudies and outlining educationalmodule excessivelycentredaroundsubstanceinsteadofsubstanceandprocesswhichisjudgedbyitscommitmentto the prosperity of people and society (Neill, 2005). Then again, dynamic instruction, hecontends,isexcessivelyreactionaryandadoptsafreestrategywithouttrulyknowinghoworwhyflexibilitycanbemosthelpful intraining.Opportunityforflexibilityisafeebletheoryoftraining. Dewey contends thatwe shouldmove past thisworldviewwar, and to do thatwerequire a hypothesis of experience (Dewey, 1938). In this way, Dewey trusts that teachersshouldfirstcomprehendthewayofhumanexperience.Dewey'shypothesisisthatexperienceemergesfromtheassociationoftwostandards;congruityandcooperation.Progressionisthateach experience a man has will impact his/her future, for better or in negative ways.Association alludes to the situational impact on one's understanding. At the end of the day,one'savailableexperienceisanelementoftheconnectionbetweenone'spastencountersandthe current circumstance. For instance, an ordeal of a lesson will rely on upon how theeducatororchestratesandencourages the lesson, toopastexperienceof comparable lessonsand teachers (Neill, 2005). It is vital to comprehend that, forDewey,noexperiencehaspre-appointed esteem. In thisway,whatmight be a remunerating knowledge for one individualcouldbeanimpedingbackgroundforanother?Theestimationoftheexperienceistobejudgedbytheimpactthatexperiencehasontheindividual'savailable,theirfuture,andthedegreetowhich the individual can add to society. Dewey says that once we have a hypothesis ofexperience,thenasteacherscansetaboutcontinuouslysortingoutourtopicinawaythatittakes records of understudies' past encounters, and after that gives them encounterswhichwillopenup,asopposedtoclosedown,aman'sentrancetofuturedevelopmentencounters,accordingly growing the individual's possible commitment to society (Neill, 2005). Deweylooks at his hypothesis of involvement in light of useful instructive issues, for example, thelevel headed discussion between how many opportunities versus train to utilize. Deweydemonstratesthathishypothesisofexperience(coherenceandcooperation)canbevaluableadvisers forhelpunderstandingsuch issues.All through, there isasolidaccentuationonthesubjective nature of an understudy's involvement and the need for the instructor ofunderstandingtheunderstudies'pastencounterskeepinginmindtheendgoaltoadequatelyplan a succession of freeing instructive encounters to permit the individual to satisfy theirpotentialasanindividualfromsociety(Dewey,1938).

METHODOLOGYThequalitativemethodapproachofdata collectionwasadopted for this study.Thismethodwasappliedbecauseofthenatureoftheresearchwork,theverylargesizeofpopulationandtheneedtorepresentareasonableportionof thestudentsamplesize, theuseof interviews,focus groups and direct contacts with some of the students for interview becomes crucial.Therefore, the face-to-facemeetingsensuredthegatheringof theopinionsof thestudents toascertainifentrepreneurshipeducationimpactsonnewventurescreation.BothGlesne(2006)and Berg (2007) agree that focus group discussions are effective ways of collecting vastamountsof information fromvariousparticipants.Glesneadds that itmayalso ‘’givevoicetopersonal experience’’ (p.104) as well as augment individual experiences. According to Berg(2007), thequality of informationobtainedmay also rely on the skills of the facilitator and,while giving voice to individual experiences is important, it is really group opinion that isconsidered in data analysis (Bryman and Bell (2011). One of the advantages of also usinginterviews and focus group discussions was that familiarities and understanding can bedevelopedindepthwitheachofthestakeholders(Yin,2011).Asetofquestionswerecreated,withanintroductoryquestion,atransitionquestion,keyquestions,avalidationquestion,andaclosing question. The basic structure and key questions aligned with the suggestedmethodologiessuggestedbyGlesne(2006)andBerg(2007)forconductingfocusgroup.

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ANALYSISOFDATA/FINDINGSTheme1:UnderstandingofEntrepreneurshipEducationEntrepreneurshipeducationhascometomeandifferentthingstodifferentpeoplebasedontheresponses gleaned and garnered from various participants. Participant 3 and Group 1 hassimilar definitions of entrepreneurship education thus: Participant 3 – “Entrepreneurshipeducationislearninghowtobecreative,innovativeandoutstandinginanythingventuredinto”.Group1participant1– “Entrepreneurshipeducationistheprocessofdevelopingnewskillsandbeingabletoinnovatenewthings”.Group1participant1– “EntrepreneurshipEducationistheabilitytocreatenewideasandbeingabletoinnovatenewthings”.Theviewsoftheparticipantsare in agreement with Ossai (2012) who believed that entrepreneurship education is theprocessof creatingnewventures thatdidnot formerlyexist and risk taking; the creationofwealth through implementation of new concepts. Furthermore, Participants 2, 5, 6 seesentrepreneurship education as a means of profit making. Participant 2 asserts that:“Entrepreneurship education teaches people how to stand, fend and start businesses forthemselveswhichwill also result in thegenerationof incomes for themselves”. Participant 5 –“Entrepreneurship Education assist individuals in knowing what they are interested in andknowing how to make money out of them”. Participant 6 – “Entrepreneurship education iseducatingyounggenerationsonhowtomakeuseoftheirtalentsandinteresttogetmoneyandreinvesting it for a greater purpose; it basically leads to profit making”. These views are inalignmentwithotherscholarssuchasOmoloye&Baba(2013)whoviewsentrepreneurshipastheactofstartingacompany,arrangingbusinessideasandtakingriskinordertomakeprofitthrough the education skills acquired. Ikeme (2012) sees an entrepreneur as a personwhorecognizestheneedsanddevelopsideasonwaystoproactivelysatisfytheseneedsataprofit.Theme2:EffectivenessofPedagogicalcontentsonEntrepreneurshipEducationThequestionwas to findout theeffectivenessof the currentEntrepreneurshipEducation ininstitutionsandascertainifitiseffectiveenoughtogetstudentsorindividualstoventureintobusinesses.Almostall theparticipantsagreedthatthecurrententrepreneurshipeducationisnot sufficientenough toget studentsor individuals toventure intoabusinessbecausemostinstitutions in Nigeria lack the necessary facilities for practice. The facilities include bothequipment’sandlackofskilledmanpowertopasstheinformationproperly.ThiswascapturedinthewordsofParticipant8–

No,because itspractice is completelywrong.Thepractical component is completelylost inmost institutionsandwhat isdone is completely theory.Thepractical is veryimportant and every institution should have a building for the practice ofEntrepreneurshipEducationwhich iswellequippedwith the toolsandrequirementsneededbecauseitgivesstudentsavision.

Inagreementwiththeabove,Group2,Participant1hasthistosay:

No,becausemostoftheEntrepreneurshipinstitutionlackthepracticalaspecttogetstudents learn but only incorporate the theoretical aspects which are taught andeventuallywhenstudentsareouttheydwellonthetheoreticalaspects;Iftheskillsistobepassedproperlyanexpertshouldbebroughttoteachstudentseffectively

All participants gave good reasons based on their own perspective on why theentrepreneurshipeducationlackstheabilitytogetIndividualstostart-uptheirbusiness.ItisevidentthatmoreworkneedstobedoneifNigeriawantstoimprovebecausesmallbusinesseshelp to reduce unemployment and increases the standard of living of the country as can beseeninthecaseofSingapore,China,andotherdevelopedeconomies.

Agwu,M.E.,Onwuegbuzie,H.N.,&Ezeifeka,P.(2017).ImpactofEntrepreneurshipEducationonNewVenturesCreation-ACaseStudy.AdvancesinSocialSciencesResearchJournal,(425)98-114.

106 URL:http://dx.doi.org/10.14738/assrj.425.4014.

Theme3:ImportanceofEntrepreneurshipEducationtoBusinessStart-UpsAnother question posed was: Do you think entrepreneurship education in institutions isimportant for business start-ups? In the course of the discussion, it was deduced thatentrepreneurshipeducationisveryvitalbecausefromthefindingsallparticipantsagreedthatentrepreneurshipeducationstimulatesandmotivatesanindividualtobeanentrepreneurwithreasonstobackuptheirassertions:AccordingtoParticipant1–Absolutely,nobodygetstoexcelwithout theknowledge.The least that is gotten fromentrepreneurship education is knowledgewhichgoeson togetnetworkingand some support inotherareasbutknowledge is thekey toexcelinginanything.Entrepreneurshipeducationisaveryimportantknowledgetoacquire,soitis importantforbusinesssuccess”. Group 1 both agrees –Yes, it’s importantbecauseitgivesaguidelinewhich comes best from those that have done it before and Participant 7 – Yes, it isimportantbecausealotofpeopleventureintoentrepreneurshipandfeeltheyareentrepreneursbutlackthebasicunderstanding.Theme4:CanstakeholdersbenefitfromEntrepreneurshipEducation?Anotherquestionwastheformofbenefits, ifany,thatcanbederived.Andthequestionwas:Doyouthinkotherstakeholderscanbenefit fromentrepreneurshipeducation?Basedonthefindings of this study, all participants are in agreement that other people can benefit fromentrepreneurship education; it makes those who have gained the knowledge to be wellgroundedandtheyserveasexamplestoothersandthustriggertheirinterests.Thepositionsof others participants are stated as follow: Participant 10 – Definitely, if I end up being anemployeewith entrepreneurship education, I havea stakeholder’sperspective inmyworkplaceandIwillbecomewhatpeoplerefertoasan intrapreneurand if Igo intobusiness inasocietywith my knowledge of entrepreneurship education, I will help to alleviate many ills from thesocietyandshowpeoplethatIcanparticipateintheeconomicdevelopmentofthesociety.According Participant 9 – Yes, of course it could be either unconsciousness and if they haveinterest for it which participant 3 agrees with – Yes, sure they can if the individual have aninterestofbeinganentrepreneurthentheycangainfromit. From the views above, anyone inthesocietycanengagewithentrepreneurshipeducationiftheyhaveinterestandpassionforit.Therefore,everyoneandinfactallstakeholderscanbenefitfromentrepreneurshipeducationbecauseit imbibesotherskillssuchasteamwork,managementskills,marketing,advertisingandmanyotherskillsthatcouldbeusedindifferentlineofwork.Theme5:PracticalimplementationsofEntrepreneurshipEducationHowdoyouthinkEntrepreneurshipEducationcanbesuccessfullyimplementedinpracticeintheshortorlongrun?In the view of Participant 4 – Theyshouldhaveamentorshipplatformso ifanyonewants toventureintoanybusiness,theyshouldbringsomeoneinthatfieldtomentortheperson;someonewithpracticalexperience.Participant5–Nigerianeedstofirstlyfixalotofthingsbygivingyoungmindstheopportunitytodowanttheylovedoingandnotjustbytellingthemtheycanbewhatevertheywant;Parentswilltelltheirchildrentobegreatbutwhattheymeanisthatyoushouldstaywithintheirreachandunfortunately,whatyouwanttobegreatatmaynottallywiththeywantforyourlife;thefamilyshouldgivethechildtheideaandbelievethatthechildcandowhatevertheysetouttodoinsteadofbeingaroadblock.

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Group1Participant2–Fromayoungagewecanstartencouragingchildrentofindwhattheyarepassionateaboutandventureintoitbecauseitwouldbuildthemindofyoungpeopleformatenderagesoitiseasierforthemwhentheygetolder.Participant 2 –Getskilled,motivational,successfulpeopletospeakandteachit.Get influentialpeople to take it. Get guest speakers to communicate it to young minds because they inspirepeopletodobetter.Itcapturesthewholeaudienceanditisfarmoreeffectiveratherthanpeoplethathavenoideaonwhattheyareteaching”.Participant3–Mostpeoplestart-upabusinesswiththemotiveofprofitmakingratherthanthedesireofbuildinga legacyonthe longrun.Skilledpeople inthe fieldshouldbebroughttotalkand develop to them by creating a platform where seminars, lectures are performed tocommunicatewiththemontheimportanceofdoingentrepreneurshipeducation,whattheystandtobenefitand the technology innovation that candevelop them;Mostpeoplearenot educatedenoughtoknowthatthereareentrepreneurshipclasssothegovernmentshouldcreateplatformswhereentrepreneursdon’thavetopaytoattendandlearnnewskills.Alltheviewsfromtheparticipantsareveryimportanttothisstudybecauseitgivesaclearerpictureoftheessenceofentrepreneurshipeducationandopinionsfromindividualsandthatisthereasonwhyinterviewswereconducted.Tounderstandbetterwhattheproblemisandfindasolutiontoit.Theme6:ModeofinstructionaseffectivelearningdriverAnother critical question posed to the participantswas can pedagogy, experiential learning,vocational training be used as tools to drive entrepreneurship education in institutions oflearning?Participant1,4&6heldsimilaropinionsthatallthreetoolsshouldbeusedtogetherto drive entrepreneurship education because they are components of entrepreneurshipeducation; therefore, they are valuable in order to communicate effectively with theindividuals.Theviewsoftheparticipantsareanalyzedblow:Participant1–

Pedagogy is the styleof teaching so if teaching isproblembased itwillbegoodbutthey can always design and redesign how to go about it; Experiential Learning iswhere we talk about internships, apprenticeship and other patterns in which thestudentsgettoknow;VocationalTrainingishandson,itisnotjustaboutsittingwiththepersonpracticing itbut toalsobeable toget thehandson skills so ithelps thepeople to be equipped and empoweredwith the right skills; the three elements arecontributors to entrepreneurial education success; somany students are now visuallearnersandauditorylearnerssoteachingpedagogytakescareofthisthenyouhavemorepeopleequippedtodobetter;ExperientialLearningletsstudentsbegivenalittleresourcestotryouttheirhandsonbusiness;PeopledoingVocationalTrainingshouldhavehandsonskillstobeabletodothingsthataretangibletothesociety.

Participant4–

They can all be used; Pedagogy can be implemented by bringing people that arepassionate from the field of interest. Everyone is not fit to teach entrepreneurshipeducationanditisadefaultprobleminNigeriabecausestudents/individualsarenottrained from the beginning. Becoming a part of Vocational Training, ExperientialLearningcouldmotivateapersontodevelopcertainintereststhatmaynothavebeenthere.

Agwu,M.E.,Onwuegbuzie,H.N.,&Ezeifeka,P.(2017).ImpactofEntrepreneurshipEducationonNewVenturesCreation-ACaseStudy.AdvancesinSocialSciencesResearchJournal,(425)98-114.

108 URL:http://dx.doi.org/10.14738/assrj.425.4014.

Participant6–Thethreetoolsmustbeusedandcannotbeseparatedifwewantstudentstolearnandacquire knowledge; there should be a balance between the three of them in aninstitution.

Theirviewclearlyshowsthatalinkexistsbetweenessenceofpedagogy,experientiallearningand vocational training to entrepreneurship education. Their conclusion was that the threecomponents should be used together to drive entrepreneurship education effectively andefficiently.

SUMMARY,CONCLUSIONANDRECOMMENDATIONIt isevidentthatthatwhichstimulates individuals’entrepreneurialskillsandenablethemtoconfront situations in a creative and innovativeway can be described as entrepreneurship.Thisstudyshowedthatentrepreneurialoutreachprogramme(excursion)andentrepreneurialeducational scope, vocational trainings, pedagogy (spread of entrepreneurial courses acrossundergraduatelevels)arethebasicmethodsofentrepreneurialeducationbeingimpacteduntouniversity graduates. Institutional monitoring and institutional features were least taught.EntrepreneurshipeducationparticularlyinAfricaiswronglyfocusedsinceitisonlyaimedatincreasingstudentawarenessofthesmallfirmsandprovidingbasicinformationonsettingupand running a business. Other studies have listed what the contents of a goodentrepreneurshipeducationprogrammethatareskill-builtorientedwhichinclude;leadership,creativethinking,inventionandinnovation,opportunityidentification,venturecapital,abilityto tackle challenges at different entrepreneurial stages, newventure development, ability todiagnosisbusinessperformance,networkingandmentorship.ConclusionTheaboveclearlyshowsthatthemethodsemployedbylecturersinteachingentrepreneurshipeducationinuniversitiesareinadequateandobsolete.Thiscanbeseenintheirunwillingnessto embrace novel andmodernways of teaching the course such as the use of live samples,simulations,demonstrationsusingmodernmachinesanddevicesaswellasguidedexcursionsto factories, companies and corporate organizations owned by entrepreneurs. It wasdiscoveredthatentrepreneurshipeducationfacilitiessuchasadequatehallsandseatsfortheteaching and learning of entrepreneurship education, Information and CommunicationTechnology(ICT)services,equipmentforskillsacquisitionetc,areeither inadequateornon-existent. Themethod of teaching entrepreneurship education has been largely restricted toclassrooms and therefore the university graduates of the Nigerian universities have onlyshown willingness to own trading organization and engagement in agricultural business.Business Education has a formidable force that will equip the graduates with appropriateskills, knowledge, abilities and competencies that will enable self-reliance, leading tosustainable economic growth and livelihood. It is expected that the knowledge of businessEducation,entrepreneurial skills, andstrategies tobeadopted to raise fundwouldmake lifeeasy foryouths toestablishsmall-scalebusinesses.Thestudyhighlightedanumberofareasthat thosewho are involvedwith entrepreneurship education and training of youthswouldfind useful when making decisions. The study showed that there is significant relationshipbetween entrepreneurship education and new venture creation. This implied that specialattentionshouldbepaidtouniversitylearningpolicyandsmallbusinessstart-upsatuniversitylevel.Furthermore,thestudyshowedthatthereisasignificantpositiverelationshipbetweenpedagogy and scalable start-ups among entrepreneurs. Thismeans that pedagogy enhancesthesuccessofscalablestart-upsamongstudententrepreneurs. Inviewofthis,effortsshouldbe made by the government, entrepreneurship educators and teachers to improve the

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curriculumofentrepreneurshipeducationbyteachingskillsthataretailoredtowardgraduateself-employment.ManagerialImplicationsEntrepreneurshipeducationtriestopreparepeopletoberesponsible,totakerisks,tomanagethe business and to learn from the outcomes by immersing themselves in real life learningexperiences.Themainobjectiveofentrepreneurshipeducationistofosterthecreationofnewentrepreneurswho could start new ventures and seek to prepare people to be responsible,enterprising individuals,whobecomeentrepreneurial thinkersandcontribute tosustainableeconomic development. It is also the objective of entrepreneurship education to encouragecreative thinking and to promote a strong sense of self-worth and accountability.Entrepreneurshipeducationcontributestojobcreation,economicgrowth,skillsenhancementand the development of entrepreneurial culture which will ultimately eradicate poverty.Businesses on the other hand, expect entrepreneurship education to develop a generalunderstanding of basic business issues, creative work attitudes and an entrepreneurialapproach among learners. Learners are said to expect entrepreneurship education to assistthem in their quest to start new ventures and to develop skills that will allow them to beemployable in bigger firms. Practicing entrepreneurs expect entrepreneurship education tohelp them solve the unique problems in their businesses. Practicing entrepreneurs seek togrowtheirbusinesses,maximizetheirprofitabilityandalsotodominatethemarket.Thecoreobjectiveofentrepreneurshipeducationistogenerateagreatervarietyofideas,toshowhowtoexploitabusinessopportunityandtocovertheexistencesequenceofactionsforenteringabusinessorcreatinganewventure.Thereisgeneralagreementbyresearchersinthefieldofentrepreneurship thatmore emphasis should be placed on entrepreneurship education andtraining as opposed to business education. Business education has amore limited coveragethan entrepreneurship education and training, which include additional topics, such asinnovationandrisk-taking.RecommendationsConsidering the fact that the methods employed by lecturers in teaching entrepreneurshipeducationinuniversitiesareinadequateandobsolete,itisrecommendedthatlecturersshouldbemorereceptivetotheideaofadoptingnewandmodernwaysofteachingthesubjectmatter.Thegovernment through theNationalUniversitiesCommission can setup special grants forfrequenttrainingandretrainingoflecturerswithinandoutsidethecountrytobringthemup-to-date with modern ideas and teaching methods of the subject matter. In other words,appropriatepedagogiesshouldbeusedindeliveringEntrepreneurshipeducationandalso,EEdcontentsshouldderive fromindustryandmarketrequirements.Fromthefindings,giventhelowleveloffacilitiesputinplacefortheenhancementofentrepreneurialskills,itisimportantthatadequatehalls,seatsandequipmentforskillsacquisitionbeput inplaceforthedesiredresult to be achieved. The effective education depends to a large extent on how well theeducational system is equipped and financed. The government should ensure the adequateprovisionofcomfortablelecturehallsandseatsthatareequippedwithrequisiteteachingandlearning aids such as projectors,marker boards, public address system, properly ventilatedand well-lit classrooms. Additionally, the government should ensure the provision ofinformation and communication facilities such as a steady internet-access, distribution oflaptops and other computer devices to aid learning. The curriculum for entrepreneurshipeducation should be reviewed regularly to accommodate changes in our environment andmeetingtheneedofthestudents.AtthesametimehalfoftheperiodusedforNationalYouthservice should be spent acquiringmore skills thatwillmake thememployer of labor ratherthanbeenjobseekers.Governmentshouldestablishsmallbusinessschoolswhereinterestedstudentsandcommunitymemberscanparticipate.Thiswillmakestudents tobeself-reliant

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