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European Journal of Logistics, Purchasing and Supply Chain Management

Vol.5 No.4, pp.20-36, October 2017

___Published by European Centre for Research Training and Development UK (www.eajournals.org)

20 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)

THE ROLE OF ENTREPRENEURIAL STUDIES ON STUDENT JOB PLACEMENT

IN GHANA: A CASE STUDY OF SOME SELECTED TERTIARY INSTITUTIONS

IN THE BRONG AHAFO REGION

Oteng Evans1 Asiedu Ampomah Benjamin1 Benedicta Amea Antwi2 and

Ezekiel D. Isikhuemhen3

1Department of Business, Valley View University, Techiman Campus, P.O. Box 183,

Techiman, Ghana. 1Valley View University, Techiman Campus, P.O. Box 183, Techiman, Ghana.

2University of Energy and Natural resources, Sunyani, P.O. Box 214, Sunyani, Ghana. 3North Carolina Agricultural and Technical State University, United States, 1601E. Market

Street. Greensboro, North Carolina 27411, U.S.A

ABSTRACT: Entrepreneurship is a key driver of every economy. Wealth and a high majority

jobs are created by small businesses started by entrepreneurially minded individuals, many of

whom go on to create big businesses. People expose to entrepreneurship frequently express

that they have more opportunity to exercise creative freedoms, higher self-esteem, and an

overall greater sense of control over their own lives. Hence the study into the role of

entrepreneurial study on student job placement in Ghana. The study was exploratory in nature.

Population for the study was 10,000. Convenient sampling was used in selecting the sample. A

sample size of three hundred and seventy (370) was used. The major instrument for data

collection was questionnaire. It was found that entrepreneur studies had develop an

entrepreneurial mind-set and enterprising skills include, building up a wide understanding of

entrepreneurship and its application to a diversity of settings “Develop capabilities and

confidence in students to start, operate and grow an enterprise effectively. Also, it was found

that entrepreneurial education provides capacity for job placement. It was discloses that some

student want to be an entrepreneur because they have seen that a family member is succeeding.

It was recommended that Universities should continue to organize seminars on

entrepreneurship for student. Moreover, Student should learn to do away with the habit of not

being creative and innovative in nature.

KEYWORDS: Entrepreneurship, Entrepreneurial Studies, Entrepreneurial Capacity, Job

Placement

INTRODUCTION

Background of the study and Statement of the Problem

The concept of entrepreneurship was first established in the 1700s, and the meaning has

evolved ever since. Many simply equate it with starting one’s own business or business. Most

economists believe it is more than that. To some economists, the entrepreneur is one who is

willing to bear the risk of a new venture if there is a significant chance for profit. Others

emphasize the entrepreneur’s role as an innovator who markets his innovation. Still other

economists postulate that entrepreneurs develop new goods or processes that the market

demands and are not currently being supplied. Entrepreneurship is about getting things done

or changing how they are done (Fulgence, 2015). As the Business and Industry Advisory

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Committee to the Organization for Economic Cooperation and Development (OECD) said in

2016, “Policies to foster entrepreneurship are essential to job creation and economic growth.”

Government officials can provide incentives that encourage entrepreneurs to risk at- tempting

new ventures. Among these are laws to enforce property rights and to encourage a competitive

market system. According to National Content Standards for Entrepreneurship Education;

Entrepreneurship is a key driver of our economy. Wealth and a high majority jobs are created

by small businesses started by entrepreneurially minded individuals, many of whom go on to

create big businesses.

It has been observed that if you want to become an entrepreneur, you need to learn "how" first.

Also, you must be someone who exercise initiative by organizing a venture is willing to take

benefit of an opportunity and as a decision maker decides what, when how and how much of

goods or service to be produce or serve. Research has, to date, contributed to this belief and

underlined the positive impact of entrepreneurship education. Out of 41 studies analyzing the

impact of entrepreneurship education, 39 indicated a positive or mixed result (Lorz, Müller,

&Volery, 2011). Only recently did two studies find a negative impact of entrepreneurship

education (Oosterbeek, van Praag, & Ijssel, 2010). At second glance, it appeared that most

studies that had reported a positive impact of entrepreneurship education had significant

methodological deficiencies, which strongly limited the validity of the results. The overly

positive picture is hence turned upside down and there is evidence of only a few studies with

robust research designs. Pittaway & Cope (2007) found that the link between entrepreneurship

education and outcomes is under-researched. Oosterbeek et al. (2010) call for more research

into different variants of entrepreneurship education programs, and von Graevenitz et al. (2010)

state that "little is known at this point about the effect of these entrepreneurship courses". If we

consider the situation of research on the outcomes of entrepreneurship education at this point,

we note that, on the one hand, there is a continuous effort to expand entrepreneurship education

programme offerings. On the other hand, there is a lack of rigor in past research studies and

ambiguous results regarding the impact of entrepreneurship education. Unequivocally, Ghana

is plagued by high levels of unemployment, crime and a low skills base. Government in

collaboration with private stakeholders have initiated numerous interventions to encourage

entrepreneurship, however not enough progress has been made up to date. This can be

attributed to the lack of understanding of the attitudes and perceptions among the youth towards

entrepreneurship. The current interventions are mostly focused on dealing with the most

common obstacles such as the cultural and social norms, financial support, regulation, while

ignoring to foster the correct attitudes towards entrepreneurship as a career choice. Greater

Accra is known to be the economic hub of Ghana being the highest in terms of its contribution

to GDP of the country. It is by no coincidence that many universities are in Greater Accra,

strategically placed to supply a skilled labor force to various industries. The scarcity of

employment opportunities in the formal market is the source of the high unemployment rate

among graduates. University students possess a high potential in terms of starting their own

businesses ventures due to their levels of Education. The question is: Do they possess a positive

attitude towards Entrepreneurship? Given this situation, it is of theoretical and practical

pertinence to research into the role of entrepreneurial studies on student job placement in

Ghana.

Research Objectives

The main objective of the study was to assess the role of entrepreneurial studies on student job

placement in Ghana. Specific Objectives were to: Identify the Impact of Entrepreneurial studies






on students’ job placement, assess whether entrepreneurial education provide entrepreneurial

capacity for job placement and identify trigger-Events of Entrepreneurial studies

Significance of the study

The findings of the study will help those in the setting of the study (tertiary institutions and

graduates) to understand how the study of entrepreneurship can influence students’ job

placement. Thus, to find out the role of entrepreneurial studies on student’s job placement in

Ghana. Also, the study will contribute to limited literature.

Scope and Limitation of the study

The scope of this study is limited to entrepreneurship as a discipline and the geographical

delineation as outlined. The study focused on entrepreneurship as a discipline, entrepreneurial

studies on students’ job placement. The major limitation of this study as that, most of the

entrepreneurs were not willing to co-operate by releasing sensitive information about their

businesses and its management, since the establishing of an effective management system is

an excellent way for any business to improve their earnings and justify its existence.

Furthermore, since most of the data were collected through questionnaires, the mood of

respondents as well as how they understand the items on the questionnaires were likely to affect

the responses they give. The above stated reasons coupled with the circumstances surrounding

the time the respondents fill the questionnaires; the researchers believes could affect in the

same way the validity of the data.

REVIEW OF RELATED LITERATURE

Entrepreneurship is the creation of a new economic entity centered on a novel product or

service or at the very least on which differs significantly from products or services offered

elsewhere in the market (Adetoun, (2015). The earliest definition of entrepreneurship, dating

from the eighteenth century, used it as an economic term describing the process of bearing the

risk of buying at certain prices and selling at uncertain prices (Nazir, 2012). Later definitions

described entrepreneurship as involving the creation of new enterprises, whose founders are

referred to as entrepreneurs. Entrepreneurship could therefore be defined as creating or seizing

an opportunity and pursuing it to start one’s business, regardless of the resources that one

currently controls. An entrepreneur is an economic change agent with knowledge, skills,

initiative, drive and spirit of innovation to achieve goals. It has been observed that

entrepreneurs identifies and seizes opportunity for economic benefit, as a risk bearer, organizer

and an innovator. To this research entrepreneurship is also a complex process involving

identification of a business opportunity and starting a new enterprise to satisfy a needs.

Overview of impact of entrepreneurial studies

If you ask a self-made entrepreneur whether entrepreneurship can be taught, he will most

probably answer "No". If you ask the 5000+ entrepreneurship professors worldwide and the

millions of students who join their entrepreneurship classes, you will most probably receive a

different answer (Katz, 2007). Education in general is confirmed to have a positive impact on

entrepreneurship (Sexton, 2007). Mwasalwiba, (2010)"posits that with a diversity of target

groups, there is still a non-alignment between what educators and other stakeholders wish to

achieve in educating for entrepreneurship with the applied pedagogical approaches, and






success indicators. Whilst in studies like Lorz et.al, (2011) postulates that the length of

entrepreneurship education proved not to have impact on attitudes and entrepreneurial

intention.

The entrepreneurial internship programmes.

It has been observed that the learning process of entrepreneurship should not only confine just

to the classroom discussions but the interaction with today’s vibrant business environment is

imperative because of ‘critical entrepreneurial skills can only be developed and refined if they

are practiced. This is to enable students to gain hands-on experience by seeing, touching and

feeling about the business world. For this reason, entrepreneurial internship is a good

mechanism to provide students with such a learning experience in a real business milieu

(Fayolle, 2007).

Internship as ‘generally part-time field experiences encompasses a wider variety of academic

disciplines and organizational settings’ with its main goal to eventually lead students to become

self-employed. It has been noted that the objective of having internship programme is to expose

students to the perspectives of industry practical and its nature of work practices. It is a training

strategy that transforms theoretical knowledge to application as well as develops individuals’

working skills in real career world (Chimanga, 2007).

Lorz, (2011) point out that the students’ placement and/or work experience programmes is very

crucial for undergraduates as it exposes and prepares a student for the real working experience

and as an external extracurricular learning activity. Having the entrepreneurial internship

programmes offer a lot of advantages for universities, organizations as well as students. For

instance, students with entrepreneurial internship experience tend to exhibit lower job

dissatisfaction than those without internship experience. A study also vindicates that interns

who have participated in the internship programmes tend to have higher career preparation

about their jobs and higher level of intrinsic and extrinsic rewards satisfactions. Hence,

acquiring applicable entrepreneurial experience does have a positive relation with individual’s

intention and readiness in pursuit of business opportunities because of their early exposure to

business environments. In sum, looking at the benefits of internship programmes to students,

many researchers suggested that entrepreneurial internship programmes should become a

compulsory component of students’ educational structure. This, in turn, has made internship

programmes become an important integral part of today’s educational curriculum in preparing

university students towards entrepreneurial career (Matlay, 2008).

Entrepreneurial education provides entrepreneurial capacity for job placement.

In Ghana, various educational reforms have been implemented which have laid emphasis on

the teaching of vocational and technical subjects for students in the junior secondary schools

(JSS) (Acheampong, 2008). The main aim for one of such reforms undertaken in 1987, was to

enable JSS students acquire employable skills so that they can easily be employed or start their

own jobs after graduation, if they did not continue their education further. However, this was

not successful as formal schools are known generally to be ineffective in changing attitudes

towards employment and self-employment especially towards vocational and technical

education (Lorz, 2011). The educational reform programme intended to enable technical and

vocational students start their own jobs after graduation, failed due to the absence of

entrepreneurship education on the curriculum. This paucity places entrepreneurship education

at the base of any educational programme anticipated to make graduates job creators after






graduation, which is a major intend for implementing polytechnic education in Ghana (Lorz,

2011).

Trigger-Events of entrepreneurial studies

Inspiration triggered by an entrepreneurship education programme is one of the major benefits

of entrepreneurship education and underline this as a promising new avenue of research.

However, a trigger that makes one consider becoming an entrepreneur could be the first step

to modify of attitudes and intentions towards entrepreneurship (Fayolle, 2007). To generate a

comprehensive list of triggering events, and to identify ways in which individual triggers might

be grouped or classified. Some of them are more specific than others (e.g., a customer

complaint), and some can be broken down in more detail (e.g., employee initiative, inventory

problems) (Gwynne, 2008). In addition, there is potential overlap amongst some of the items

(e.g., declining profits and rising costs). Just as important is the need to identify relevant ways

in which these triggers can be grouped. For instance, in a start-up context, it has been noted

that there could be "push" versus "pull" factors, or positive versus negative circumstances, that

give rise to entrepreneurial action. Thus, one is "pushed" into entrepreneurship by job

dissatisfaction, and "pulled" into entrepreneurship by perception of market opportunities. A

"positive" trigger might be an invitation from a potential customer, while a more "negative"

circumstance might be divorce. For instance, it may be that resource requirements differ

markedly for entrepreneurial projects triggered by internal developments as opposed to those

initiated principally by external developments, and for technology-driven projects versus

market-driven projects. Further, triggers from outside the company, such as technological

change, may tend to produce entrepreneurial projects that are more innovative or that represent

bigger departures from the status quo, than do triggers from inside the company. Triggers

related to the actions of competitors might lead to more imitation, while those related to a threat

from a substitute product might produce more innovative solutions. Managerial support may

be more easily obtainable for entrepreneurial projects triggered by threats (e.g., an impending

government regulation) as opposed to opportunities. The same may be true for those where the

source of the trigger is more top down as opposed to bottom-up (Samuel et al. 2014). Further,

in terms of outcomes, if the trigger is some successful action by a competitor, then the

entrepreneurial project may represent a reactive response that comes too late to have any

marketplace impact. Similarly, it may be that entrepreneurial events that are in response to a

supplier or customer request are associated with higher levels of accomplishment. Triggering

events have been largely ignored both in a start-up and a corporate context. Start-ups are

generally thought to be triggered by individual factors such as survival, job dissatisfaction or

lay-off, divorce, death of a family member, desire to improve one's lot, a windfall, deliberate

search, and invitation. Corporate triggers are more strategic or operational. Examples may

include environmental shifts, competition, market share, or strategic direction (Peterman,

2003).

Empirical Framework

Adetoun, (2015) study assessed the Entrepreneurial Personality Trait of final year students of

Clothing, Textile and Interior Decoration prior to business start-up and their future plan after

graduation. All the final year students were used for the study. Questionnaire was used to gather

the data which was designed using Granger and Sterling Personal Assessment Scale. The result

shows that about one-third of the students (32.14%) have plan to be self- employed after

graduation, 14.29% want to travel abroad, 28.57% want to further their academic career while

25% want to secure job in either private or public sector. The average Personality Score of the






Students is 74.06 (Mid-to-Lower Range) indicating that the students need to spend more time

to develop their entrepreneurial skills so as to succeed in a socio-economic challenging

environment.

Kokotah, (2008) sought to find the causes of unemployment among Senior High School Visual

Arts graduates who fail to further their education, and to identify and describe some

entrepreneurial training centres in the Kumasi and Accra metropolis which provide vocational

skills for Senior High School Visual Arts graduates. The qualitative research design was used

in the study. In Kokotah studies data collected from first-hand experience was treated as

primary data whiles those that were collected from other sources such as text books, brochures,

journals and internet was treated as secondary data. The study found that many Senior High

School Visual Arts graduates were unemployed. Vocational training centers and government

responsible to train the Senior High School Visual Arts graduates paid little attention to these

people. Suggestions are that parents, entrepreneurs, vocational training centers government and

non-governmental organizations should come to the aid of the Senior High School Visual Arts

graduates by providing them with necessities to make them enter into gainful employment.

Mwiya (2014) assessed the Impact of Entrepreneurship Education on the Relationships

between Institutional and Individual Factors and Entrepreneurial Intention of University

Graduates: Evidence from Zambia. To avoid bias from utilizing one particular methodology,

the study purposely employed a concurrent triangulation strategy. This was intended for model

testing and in-depth understanding of the research issues in the Zambian context. Primary data

were collected from Zambia via qualitative interviews and a quantitative survey. For the

qualitative study, 13 interviews were conducted and interviewees included final year

undergraduate students, educators and practitioners in enterprise support organizations. For the

quantitative study, 452 useful responses were received from final year undergraduate students.

The study found that, firstly, Entrepreneurial Intension is primarily a function of perceived

feasibility and desirability of entrepreneurship. Secondly, individual and institutional factors

directly influence perceived feasibility and desirability of entrepreneurship. Thirdly, and more

importantly, individual and institutional factors indirectly exert their impact on perceived

feasibility and desirability via Entrepreneurial Education.

In Zambia, Chimanga, (2007) surveyed 38 graduate entrepreneurs and observed that 57.4% of

graduates who own and manage registered businesses are aged between 22 and 39 years. Most

of these start businesses because of lack of employment opportunities. However, a few

graduates quit their jobs in preference for business start-up to increase their incomes.

Owusu-Mintah, (2014) examines Entrepreneurship education and job creation for tourism

graduates in Ghana. This study presented a report on a tracer study conducted to find out the

extent to which entrepreneurship education received by tertiary tourism graduates had been

beneficial to them. Among the reasons given for the low level of entrepreneurship practice

among the graduates included their inability to access initial capital, absence of

entrepreneurship spirit in the graduates and the unrelated nature of entrepreneurship education

studied at the polytechnic to the tourism and hospitality industry.

Bewayo, (2014) identified positive or negative triggering events in the entrepreneurial process

in Northern New Jersey to find out the issue of the specific triggering events that led to starting

a business. Interviews with a sample of business owners (97) were conducted. Bewayo, (2014)

asserted that most of the interviewed entrepreneurs cited factors such as "I have been planning

to have my own business for a long time", and "I found a good business opportunity". A






minority of the interviewed business owners cited negative triggering factors such as job loss,

and demanding jobs or bosses, factors that commonly force people into entrepreneurship.

Hejazinia, R. (2015) Investigated into the impact of IT-based entrepreneurship education on

entrepreneurial intention. A quasi-experimental, ex-ante/ex-post, control group, longitudinal,

repeated measures research design was implemented with total of 124 matched pairs among

university students who are participated in IT-based entrepreneurship education program. The

theory of planned behavior was use as the fundamental theoretical model. The study findings

show an insignificant impact of IT-based education on entrepreneurial intention. This

insignificant impact was not moderated by the length of IT-based entrepreneurship education.

Nevertheless, those who were self-employed at the commencement, at the end of the

entrepreneurship program had illustrated appreciably higher entrepreneurial intention

compared to those who are not self-employed. IT based Entrepreneurship Education is one the

major sources of inspirational triggers that positively impact on entrepreneurial intention.

Research Gap

Extant study by Mwiya (2014) failed to assess the impact of the possibility that some students

are advised by parents or influenced by their friends to pursue entrepreneurship programmes.

Fulgance, (2015) did not established how entrepreneurship is developed among graduate of

higher education institutions. Adetoun, (2015) study assessed the Entrepreneurial Personality

Trait of final year students of Clothing, Textile and Interior Decoration prior to business start-

up and their future plan after graduation only. He did not include the role of entrepreneurial

studies on student job placement. Research in this area in Ghana is limited especially in the

region in which the research is being conducted. Therefore this study is embarked to fill this

lacuna.

SUMMARY OF LITERATURE

The literature review started with conceptual framework where fair idea from different

researcher was considered. Secondary theoretical review tackled information related to the

objectives. Empirical studies also concentrated most on research that are related to the studies.

It tackled studies by Adetoun, (2015) who assessed the Entrepreneurial Personality Trait of

final year students of Clothing, Textile and Interior Decoration prior to business start-up and

their future plan after graduation. The study concluded that students need to spend more time

to develop their entrepreneurial skills so as to succeed in a socio-economic challenging

environment. Kokotah, (2008) sought to find the causes of unemployment among Senior High

School Visual Arts graduates who fail to further their education, and to identify and describe

some entrepreneurial training centres in the Kumasi and Accra metropolis which provide

vocational skills for Senior High School Visual Arts graduates. In the study suggestions were

that parents, entrepreneurs, vocational training centres government and non-governmental

organizations should come to the aid of the Senior High School Visual Arts graduates by

providing them with necessities to make them enter into gainful employment. Mwiya (2014)

assessed the Impact of Entrepreneurship Education on the Relationships between Institutional

and Individual Factors and Entrepreneurial Intention of University Graduates: Evidence from

Zambia. The study found that, firstly, Entrepreneurial Intension is primarily a function of

perceived feasibility and desirability of entrepreneurship. Owusu-Mintah, (2014) examines

Entrepreneurship education and job creation for tourism graduates in Ghana. It was clear in






the study that short duration of entrepreneurship education in polytechnics as well as its

absence in most pre-tertiary curriculum has some policy implications. Bewayo, (2014)

identified positive or negative triggering events in the entrepreneurial process in Northern New

Jersey to find out the issue of the specific triggering events that led to starting a business. In

the study minority of the interviewed business owners cited negative triggering factors such as

job loss, and demanding jobs or bosses, factors that commonly force people into

entrepreneurship.

METHODOLOGY

The study was exploratory in nature. Population for the study was ten thousand (10,000).

Convenient sampling was used in selecting the sample. In this study, the researchers used the

statistical table by Krejcie, Robert, Morgan, Daryle, (1970) a population of ten thousand will

give a sample size of three hundred and seventy (370). Therefore, sample size for the study

was three hundred and seventy (370). Comprising three hundred and twenty (320) tertiary

students and fifty (50) entrepreneurs within the study area. The major instrument for data

collection was questionnaire. The data is presented in the form of tables, frequencies and

percentages.

RESULTS AND DISCUSSION

Table 1: Background Data

Variable

Sub-scale

No

Stud.

(%)

Resp.

No

(%)

No

Ent.

(%)

Resp.

No

(%)

Gender Male 199 62.2 32 64.0

Female 121 37.8 320 100 18 36 50 100

Educational

Background

A.Level 0 0 4 8.0

HND 120 37.5 16 32.0

1ST Degree 200 62.5 320 100 30 60.0 50 100

(Source: field survey, 2017) (Stud =students, Resp=response, and Ent=entrepreneurs)

The study findings (Table .1) revealed that 199(62.2%) of the student were female and

121(37.8%) were males. The result then implies that majority (62.2) of the responses came

from male students. To the entrepreneur’s, it was disclosed that 32(64.0%) of the entrepreneur

were males and 18(36.0%) were females. The result then implies that majority (52.2) of the

responses were dominated by male entrepreneur’s. The distribution of the respondents (table

1) by educational qualification shows that 0(0) of the respondents has A. level education.

While 267(72.2%) have HND education.103 (27.8) of the respondents had first degree; the

highest percentage (72.2%) suggests that majority of the respondents came from HND

students. The distribution of the respondents (entrepreneurs) (table 1) by educational

qualification shows that 4(8%) of the respondents have A. level education. While 16(32.0%)

have HND education.30 (60%) of the respondents had first degree. The highest percentage

(60%) suggests that majority of the entrepreneurs in the Brong Ahafo region were first degree

holders.






Table 2: Impact of entrepreneurial studies on students’ job placement

Items

SA

No(%)

Stud.

A

No(%)

Resp.

SD

No(%)

D

No(%)

SA

No(%)

Ent.

A

No(%)

Resp.

SD

No(%)

D

No(%)

Total

No(%)

To develop an

entrepreneurial

mind-set and

enterprising

skills include

creativity

innovativeness,

problem solving.

199

(62.2)

100

(31.3)

21

(6.6)

0

(0)

16

(32.0)

30

(60.0)

4

(0.8)

0

(0)

370

(100)

To build up a

wide

understanding of

entrepreneurship

and its

application to a

diversity of

settings

171

(53.4)

98

(30.6)

39

(12.2)

12

(3.8)

22

(44.0)

28

(56.0)

0

(0)

0

(0)

370

(100)

Develop

capabilities and

confidence to

start, operate

and grow an

enterprise

effectively.

50

(15.6)

199

(62.2)

60

(18.8)

11

(3.4)

18

(36.0)

32

(64.0)

0

(0.0)

0

(0.0)

370

(100)

To be proactive

in action in

responding to

changes.

100

(31.3)

200

(62.5)

20

(6.2)

0

(0)

15

(30.0)

35

(70.0)

0

(0.0)

0

(0.0)

370

(100)

To identify

opportunity

103

(32.2)

121

(37.8)

90

(28.1)

6

(1.8)

19

(38.0)

22

(44.0)

9

(18.0)

0

(0)

370

(100)

Aid in evaluating

opportunity

100

(31.3)

142

(44.4)

66

(20.6)

12

(3.7)

10

(20)

30

(60)

7

(14.0)

3

(6.0)

370

(100)

(Source: field survey, 2017) (Percentages are in parenthesis)

(Stud =students, Resp=response, and Ent=entrepreneurs)

Table (2) above depicts respondent views on the impact of entrepreneurial studies on students’

job placement. From Table 2, on the statement “To develop an entrepreneurial mind-set and

enterprising skills include creativity innovativeness, problem solving”, 199(62.2%) of the

students strongly agreed, 100(31.3%) agreed, 21(2.2%) strongly disagreed and 0(0%) strongly

disagreed. On the part of the entrepreneurs, to the same statement 16(32.0%) strongly agreed,

30(60.0%) agreed, 4(0.8%) disagreed and 0(0%) strongly disagreed. It can be observed from

Table 2 that an overwhelming 171(53.4%) of the students strongly agreed that building up a

wide understanding of entrepreneurship and its application to a diversity of settings is an impact






of entrepreneurial studies on students’ job placement. From the entrepreneur, on the same

statement, majority (28 signifying 56.0%) agreed, 22(44.0%) strongly agreed, 0(0%) neither

disagreed nor strongly disagreed. Furthermore, from Table 2, on the statement “Develop

capabilities and confidence to start, operate and grow an enterprise effectively”, 50(15.6%) of

the students strongly agreed, 199(62.2%) agreed, 60(18.8%) disagreed and 11(3.4%) strongly

disagreed. On the part of the entrepreneurs, to the same statement 18(36.0%) of the students

strongly agreed, 32(64.0%) agreed, 0(0.0%) represent disagreed and strongly disagreed

respectfully. It can be observed from Table 2 that an overwhelming 200(62.2%) of the students

strongly agreed that being proactive in action in responding to changes is an impact of

entrepreneurial studies on students’ job placement. From the entrepreneur, on the same

statement, majority (35 signifying 70.0%) agreed, 15(30.0%) strongly agreed, 0(0.0%)

represent disagreed and strongly disagreed respectfully. In addition, from Table 2, it can be

seen that on the statement “To identify opportunity”, 103(32.2%) of the students strongly

agreed, 121(37.8%) agreed, 90(28.1%) disagreed and 6(1.8%) strongly disagreed. On the part

of the entrepreneurs, to the same statement 19(38.0%) of the entrepreneurs strongly agreed,

22(44.0%) agreed, 9(18.0%) disagreed and 0(0%) strongly disagreed. It can be inferred from

Table 2 that an overwhelming 142(44.4%) of the students strongly agreed that entrepreneurial

studies aid in evaluating opportunity is an impact of entrepreneurial studies on students’ job

placement. From the perspective of entrepreneur, on the same statement, majority (30

signifying 60.0%) agreed, 10(20.0%) strongly agreed, 7(14.0%) disagreed and 3(6.0) strongly

disagreed.

Section c: Entrepreneurial education and entrepreneurial capacity for job placement

Table 3: Entrepreneurial education.

Items

SA

No(%)

Stud.

A

No(%)

Resp.

SD

No(%)

D

No(%)

SA

No(%)

Ent.

A

No(%)

Resp.

SD

No(%)

D

No(%)

Total

No(%)

To start a firm

and keep it

working would

be easy for me

100

(31.3)

200

(62.5)

20

(6.2)

0

(0)

15

(30.0)

35

(70.0)

0

(0.0)

0

(0.0)

370

(100)

I am prepared

to start a viable

firm

199

(62.2)

100

(31.3)

21

(6.6)

0

(0)

16

(32.0)

30

(60.0)

4

(0.8)

0

(0)

370

(100)

I can control

the creation

process of a

new firm

171

(53.4)

98

(30.6)

39

(12.2)

12

(3.8)

22

(44.0)

28

(56.0)

0

(0)

0

(0)

370

(100)

I know the

necessary

practical

details to start

a firm

50

(15.6)

199

(62.2)

60

(18.8)

11

(3.4)

18

(36.0)

32

(64.0)

0

(0.0)

0

(0.0)

370

(100)

I know how to

develop an

entrepreneurial

project

100

(31.3)

200

(62.5)

20

(6.2)

0

(0)

15

(30.0)

35

(70.0)

0

(0.0)

0

(0.0)

370

(100)







(stud =students, Resp=response, and Ent=entrepreneurs)

Table 3 depicts views on what entrepreneurial education has done to respondents. It can be

observed from Table 3 that 100(31.3) of the students agreed, 200(62.5%) students strongly

agreed that starting a firm and keep it working would be easy for them and is because of

entrepreneurial education. From the entrepreneur, on the same statement, majority (35

signifying 70.0%) agreed, 15(30.0%) strongly agreed, 0(0%) disagreed and strongly disagreed


strongly agreed with the statement that ‘I am prepared to start a viable firm’. From the

entrepreneur, on the same statement, majority (30 signifying 60%) agreed, 16(32.0%) strongly

agreed, 4(0.8%) disagreed and 0(0%) strongly disagreed. Furthermore, from Table 3, on the

statement “I can control the creation process of a new firm”, 171(53.4%) of the students

strongly agreed, 98(30.6%) agreed, 39(12.2%) disagreed and 21(5.7%) strongly disagreed. On

the part of the entrepreneurs, to the same statement 22(44.0%) of the students strongly agreed,

28(56%) agreed, 0(0.0%) disagreed and 0(0%) strongly disagreed. In addition, from Table 3,

on the statement “I know the necessary practical details to start a firm”, 50(15.6%) of the

students strongly agreed, 199(62.2%) agreed, 60(18.8%) disagreed and 11(3.4%) strongly

disagreed. On the part of the entrepreneurs, to the same statement 18(36.0%) of the

entrepreneurs strongly agreed, 32(64.0%) agreed, 0(0%) represent disagreed and strongly

disagreed respectfully. Furthermore, 200(62.5) agreed that ‘I know how to develop an

entrepreneurial project’ is because of entrepreneur education, 100(31.3%) strongly agreed,

20(6.2%) strongly disagreed. From the perspective of entrepreneur, on the same statement,

majority (35 signifying 70.0%) agreed, 35(30.0%) strongly agreed, 0(0.0%) disagreed and

0(0.0%) strongly disagreed. It can be observed from Table 3 that 199(62.2%) of the students

strongly agreed with the statement ‘If I tried to start a firm, I would have a high probability of

succeeding’. From the entrepreneur, on the same statement, majority (30 signifying 60.0%)

agreed, 16(32.0%) strongly agreed, 4(0.8%) disagreed and 0(0.0) strongly disagreed.

Table 4: Capacity to be an entrepreneur

Items

SA

No

(%)

Stud

.

A

No

(%)

Resp.

SD

No

(%)

D

No

(%)

SA

No

(%)

Ent.

A

No

(%)

Resp.

SD

No

(%)

D

No

(%)

Total

No

(%)

Opportunity

recognition

0

(0)

20

(6.3)

0

(0)

300

(93.8)

11

(22)

39

(78.0)

0

(0)

0

(0)

370

(100)

Creativity 201

(62.8)

0

(0)

90

(28.1)

29

(9.1)

39

(78.0)

11

(22.0)

0

(0)

0

(0)

370

(100)

Problem

solving

71

(22.2)

199

(62.2

)

50

(15.6)

0

(0)

10

(20.0)

20

(40.0)

10

(20.0)

10

(20.0

)

370

(100)

If I tried to

start a firm, I

would have a

high

probability of

succeeding

199

(62.2)

100

(31.3)

21

(6.6)

0

(0)

16

(32.0)

30

(60.0)

4

(0.8)

0

(0)

370

(100)






Leadership

and

communicati

on skills

103

(32.2)

171

(53.4

)

40

(12.5)

6

(1.9)

21

(42.0)

29

(58.0)

0

(0)

0

(0)

370

(100)

Development

of new

products and

services

100

(31.3)

172

(53.8

)

48

(15.0)

0

(0.0)

29

(58.0)

21

(42.0)

0

(0.0)

0

(0.0)

370

(100)

Networking

and making

professional

contacts

103

(32.2)

217

(67.8

)

0

(0)

0

(0)

12

(24.0)

31

(62.0)

0

(0.0)

7

(14.0

)

370

(100)

Implementati

on of ideas

71

(22.2)

201

(62.8

)

48

(15.0)

0

(0)

10

(20.0)

20

(40.0)

10

(20.0)

10

(20.0

)

370

(100)


(stud =students, Resp=response, and Ent=entrepreneurs)

Table 4 depicts respondent’s capacity to be an entrepreneur. It can be observed from Table 4

that significant number and percentage of the student 300(93.8) of the students disagreed that

they do not have the ability to recognize opportunities, 20(6.3%) students agreed to the

statement. From the entrepreneur, on the same statement, majority (39 signifying 78.0%)

agreed, 11(22.0%) strongly agreed, 0(0%) represent disagreed and strongly disagreed


strongly agreed that they are creative enough to be an entrepreneur. From the entrepreneur, on

the same statement, majority (39 signifying 78.0%) strongly agreed, 0(0%) strongly agreed,

whiles 0(0%) neither disagreed nor strongly disagreed. Furthermore, from Table 3, on the

statement “Problem solving”, 199(62.2%) of the students agreed, 71(22.2%) strongly agreed,

50(15.6%) disagreed and 0(0%) strongly disagreed. Again, 0(0%) strongly disagreed and

0(0%) disagreed. On the part of the entrepreneurs, to the same statement 20(40.0%) of the

students strongly agreed, 10(20.0%) agreed, 0(0.0%) disagreed and strongly disagreed

respectfully. In addition, from Table 3, on the statement “Leadership and communication

skills”, 103(32.2%) of the students strongly agreed, 171(53.4%) agreed, 40(12.5%) disagreed

and 6(1.9%) strongly disagreed. Again, 21(42.0%) strongly disagreed and 29(58.0%)

disagreed. On the part of the entrepreneurs, to the same statement 21(42.0%) of the

entrepreneurs strongly agreed, 29(58.0%) agreed, 29(58.0%) disagreed and 0(0%) strongly

disagreed. Furthermore, agreed that ‘Development of new products and services’. To the same

statement 100(31.3%) of the students strongly agreed, 29(58.0%) disagreed and 0(0%) strongly

disagreed. From the perspective of entrepreneur, on the same statement, majority (29 signifying

58.0%) agreed, 21(42.0%) strongly agreed, 0(0.0%) represent disagreed and strongly disagreed


strongly agreed with the statement ‘Networking and making professional contacts’. From the

entrepreneur, on the same statement, majority (12 signifying 24%) strongly agreed, 31(62.0%)

agreed, 0(0.0%) strongly disagreed and 7(14%) disagreed. It can be observed from Table 3

surprisingly 162(43.8%) of the students strongly disagreed with the statement ‘Implementation

of ideas’. Meaning that students do not have the ability to implement new ideas. From the






entrepreneur, on the same statement, majority (20 signifying 40.0%) agreed, 10(20.0%)

strongly agreed, 10(20.0%) represent strongly disagreed and disagreed respectfully.

Table 5: Trigger-events of entrepreneurial studies


Table 5 provides an over view of the triggering event of an entrepreneurial study. It can be

observed from Table 4 that an overwhelming 200(62.5%) of the students strongly agreed that

entrepreneur(s) in the family is trigger-events of entrepreneurial studies. This suggests that

student believe that they can succeed in becoming entrepreneur since a family member had

succeeded in doing that. From the entrepreneur, on the same statement, majority (35 signifying

70.0%) agreed, 15(30.0%) strongly agreed, 0(0.0%) represent disagreed and strongly disagreed

respectfully. It can be observed from Table 5 that an irresistible 199(62.2%) of the students

strongly agreed that Identification of a business idea is trigger-events of entrepreneurial studies.

From the entrepreneur, on the same statement, majority (32 signifying 64.0%) agreed,

18(36.0%) strongly agreed, 0(0%) neither disagreed nor strongly disagreed. Furthermore, from

Table 5, on the statement “Guest speaker at university”, 200(62.5%) of the students strongly


of the entrepreneurs, to the same statement 15(30.0%) of the students strongly agreed,

35(70.0%) agreed, 0(0.0%) disagreed and strongly disagreed respectfully. It can be observed

from Table 5 that significant 199(62.2%) of the students strongly agreed that having a mentor

is trigger-events of entrepreneurial studies. From the entrepreneur, on the same statement,


0(0.0) strongly disagreed. Also, from Table 5, on the statement “Found partner to start a

business”, 50(15.6%) of the students strongly agreed, 199(62.2%) agreed, 60(18.3%) disagreed

and 11(3.4%) strongly disagreed. On the part of the entrepreneurs, to the same statement

18(36.0%) of the entrepreneurs strongly agreed, 32(64.0%) agreed, 0(0.0%) disagreed and

strongly disagreed respectfully. Moreover, it can be inferred from Table 5 that an

overwhelming 200(62.5%) of the entrepreneur strongly agreed that university education

trigger-events of entrepreneurial studies. From the viewpoint of entrepreneurs, on the same

Items

SA

No(%)

Student

A

No(%)

Response

SD

No(%)

D

No(%)

SA

No(%)

Ent.

A

No(%)

Respons

e

SD

No(%)

D

No(

%)

Total

No(%)

Entrepreneur(s)

in the family

100

(31.3)

200

(62.5)

20

(6.2)

0

(0)

15

(30.0)

35

(70.0)

0

(0.0)

0

(0.0)

370

(100)

Identification of

a business idea

50

(15.6)

199

(62.2)

60

(18.8)

11

(3.4)

18

(36.0)

32

(64.0)

0

(0.0)

0

(0.0)

370

(100)

Guest speaker

at university

100

(31.3)

200

(62.5)

20

(6.2)

0

(0)

15

(30.0)

35

(70.0)

0

(0.0)

0

(0.0)

370

(100)

Mentor 199

(62.2)

100

(31.3)

21

(6.6)

0

(0)

16

(32.0)

30

(60.0)

4

(0.8)

0

(0)

370

(100)

Found partner

to start a

business

50

(15.6)

199

(62.2)

60

(18.8)

11

(3.4)

18

(36.0)

32

(64.0)

0

(0.0)

0

(0.0)

370

(100)

University

education

100

(31.3)

200

(62.5)

20

(6.2)

0

(0)

15

(30.0)

35

(70.0)

0

(0.0)

0

(0.0)

370

(100)







disagreed and strongly disagreed respectfully.

Table 6: probability of becoming self employed

Items

SA

No

(%)

Studen

t

A

No

(%)

Respons

e

SD

No

(%)

D

No

(%)

SA

No

(%)

Ent.

A

No

(%)

Resp.

SD

No

(%)

D

No

(%)

Total

No(%

)

I am ready

to do

anything to

be an

entrepreneu

r

199

(62.2

)

100

(31.3)

21

(6.6)

0

(0)

16

(32.0

)

30

(60.0

)

4

(0.8)

0

(0)

370

(100)

My

professional

goal is

becoming an

entrepreneu

r

171

(53.4

)

98

(30.6)

39

(12.2)

12

(3.8

)

22

(44.0

)

28

(56.0

)

0

(0)

0

(0)

370

(100)

I will make

every effort

to start and

run my own

firm

50

(15.6

)

199

(62.2)

60

(18.8)

11

(3.4

)

18

(36.0

)

32

(64.0

)

0

(0.0)

0

(0.0

)

370

(100)

I am

determined

to create a

firm in the

future

100

(31.3

)

200

(62.5)

20

(6.2)

0

(0)

15

(30.0

)

35

(70.0

)

0

(0.0)

0

(0.0

)

370

(100)

I have very

seriously

thought of

starting a

firm

103

(32.2

)

121

(37.8)

90

(28.1)

6

(1.7

)

19

(38.0

)

22

(44.0

)

9

(18.0)

0

(0)

370

(100)

I have got

the intention

to start a

firm in the

next 2 years

100

(31.3

)

142

(44.4)

66

(20.6)

12

(3.7

)

11

(22)

30

(60)

7

((14.0

)

3

(6.0

)

370

(100)

I have got

the intention

to start a

firm in the

next 2 to 5

years

199

(62.2

)

100

(31.3)

21

(6.6)

0

(0)

16

(32.0

)

30

(60.0

)

4

(0.8)

0

(0)

370

(100)






I have got

the intention

to start a

firm some

day

171

(53.4

)

98

(30.6)

39

(12.2)

12

(3.8

)

22

(44.0

)

28

(56.0

)

0

(0)

0

(0)

370

(100)

(Source: Field survey, 2017) (Percentages are in parenthesis)

Table (6) above depict respondent views on the probability of becoming self-employed. From

Table 6, on the statement “I am ready to do anything to be an entrepreneur”, 199(62.2%) of the

students strongly agreed, 100(31.3%) agreed, 21(6.6%) disagreed and 0(0%) strongly

disagreed. On the part of the entrepreneurs, to the same statement 16(32.0%) of the students

strongly agreed, 30(60.0%) agreed, 4(0.8%) disagreed and 0(0%) strongly disagreed. It can be

observed from Table 6 that an overwhelming 171(53.4%) of the students strongly agreed with

the statement ‘My professional goal is becoming an entrepreneur’. From the entrepreneur, on

the same statement, majority (28 signifying 56.0%) agreed, 22(44.0%) strongly agreed, 0(0%)

neither disagreed nor strongly disagreed. Furthermore, from Table 6, it can be seen that on the

statement “I will make every effort to start and run my own firm”, 50(15.6%) of the students

strongly agreed, 199(62.2%) agreed, 60(18.8%) disagreed and 11(3.4%) strongly disagreed.

On the part of the entrepreneurs, to the same statement 18(36.0%) of the students strongly

agreed, 32(64.0%) agreed, 0(0.0%) represent disagreed and strongly disagreed respectfully. It

can be observed from Table 6 that an overwhelming 200(62.5%) of the students strongly agreed

that they are determined to create a firm in the future. From the entrepreneur, on the same


represent disagreed and strongly disagreed respectfully. In addition, from Table 6, on the

statement “have very seriously thought of starting a firm”, 103(32.2%) of the students strongly


of the entrepreneurs, to the same statement 22(44.0%) of the entrepreneurs agreed, 19(38.0%)

agreed, 9(18.0%) disagreed and 0(0%) strongly disagreed. It can be inferred from Table 6 that

an overwhelming 142(44.4%) of the students strongly agreed that they have got the intention

to start a firm in the next 2 years. From the perspective of entrepreneur, on the same statement,


3(6.0) strongly disagreed. From Table 6, on the statement “I have got the intention to start a

firm in the next 2 to 5 years”, 199(62.2%) of the students strongly agreed, 100(33.30%) agreed,

21(6.6%) disagreed and 0(0%) strongly disagreed. On the part of the entrepreneurs, to the same

statement 30(60.0%) of the agreed, 16(32.0%) strongly agreed, 4(0.8%) disagreed and 0(0%)

strongly disagreed. It can be observed from Table 6 that an overwhelming 171(53.4%) of the

students strongly agreed with the statement ‘I have got the intention to start a firm someday’.

This means that student does not have a specific day but they believe that one day hey will be

self-employed. From the entrepreneur, on the same statement, majority (28 signifying 56.0%)

agreed, 22(44.00%) strongly agreed, 0(0%) neither disagreed nor strongly disagreed.

SUMMARY OF KEY FINDINGS

From the background data, it was found that that majority forming two third of the responses

came from males. On the side of the entrepreneur’s it was revealed that majority of the

responses were dominated by male entrepreneur’s. It was revealed that half of the entrepreneurs

were first degree holders. To the research question one which was, “What impact does an

entrepreneurial study have on student’s job placement? It came out that entrepreneur studies






had developed an entrepreneurial mind-set and enterprising skills include, building up a wide

understanding of entrepreneurship and its application to a diversity of settings “Develop

capabilities and confidence in students to start, operate and grow an enterprise effectively”.

Also, came out that entrepreneur studies had made student and entrepreneurs become proactive

in action in responding to changes, identify opportunity and have got the ability to evaluate

opportunities.it was revealed that some student were not creative and innovative. The research

question two was, “Does entrepreneurial education provide entrepreneurial capacity for job

placement?” It came out that entrepreneurial education provides capacity for job placement.

The research question three was, “What trigger-events during the entrepreneurial studies

impact the student to become an entrepreneur?” it was found that students were ready to do

anything to be an entrepreneur”, and their professional goal is to become an entrepreneur’.it

was disclosed that some student and entrepreneurs are doing every effort to start and run their

own firm. on the part of the entrepreneur it was found that aside their business they are running

now they are still having the zeal to start another business again all together. It was revealed

that some want to be an entrepreneur because they have seen that a family member is

succeeding in that and encouragement from a guest speaker. This disclosure is in tandem with

the findings of Ooi, Christopher, & Denny, (2011) who posit that students whose mothers are

self-employed were found to be more entrepreneurially-inclined. It was concluded that

entrepreneur study impacted student job placement. Secondly, it can be concluded that

entrepreneur studies had develop an entrepreneurial mind-set and enterprising skills among

student. Again, trigger-events during the entrepreneurial studies impact the student to become

an entrepreneur. From the findings of the study, the following recommendations are made:

Universities should continue to organize seminars on entrepreneurship for student, and student

should learn to do away with the habit of not being creative and innovative in nature.

The following area is suggested for further studies: similar study coul also be done to cover

universities in the Ashanti region since this study was done in the Brong Ahafo region.

Furthermore, a study could be conducted to investigate the practice of entrepreneurship

education in Universities in Ghana and perception of students on entrepreneurship.

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