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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
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)
21 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)
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
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)
22 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)
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
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)
23 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)
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
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)
24 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)
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
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)
25 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)
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
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)
26 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)
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
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)
27 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)
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.
European Journal of Logistics, Purchasing and Supply Chain Management
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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
European Journal of Logistics, Purchasing and Supply Chain Management
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29 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)
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)
European Journal of Logistics, Purchasing and Supply Chain Management
Vol.5 No.4, pp.20-36, October 2017
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30 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)
(Source: field survey, 2017) (Percentages are in parenthesis)
(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
respectfully. It can be observed from Table 3 that an overwhelming 199(62.2%) of the students
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)
European Journal of Logistics, Purchasing and Supply Chain Management
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31 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)
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)
(Source: field survey, 2017) (Percentages are in parenthesis)
(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
respectfully. It can be observed from Table 3 that an overwhelming 201(62.8%) of the students
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
respectfully. It can be observed from Table 3 that an overwhelming 217(67.8%) of the students
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
European Journal of Logistics, Purchasing and Supply Chain Management
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32 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)
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
(Source: field survey, 2017) (Percentages are in parenthesis)
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
agreed, 100(31.2%) agreed, 20(6.2%) disagreed and 0(0.0%) strongly disagreed. On the part
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,
majority (30 signifying 60.0%) agreed, 16(32.0%) strongly agreed, 4(0.8%) disagreed and
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)
European Journal of Logistics, Purchasing and Supply Chain Management
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33 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)
statement, majority (35 signifying 70.0%) agreed, 15(30.0%) strongly agreed, 0(0.0%)
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)
European Journal of Logistics, Purchasing and Supply Chain Management
Vol.5 No.4, pp.20-36, October 2017
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34 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)
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
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 6, on the
statement “have very seriously thought of starting a firm”, 103(32.2%) of the students strongly
agreed, 121(37.8%) agreed, 90(28.1%) disagreed and 6(1.7%) strongly disagreed. On the part
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,
majority (30 signifying 60.0%) agreed, 11(22.0%) strongly agreed, 7(14.0%) disagreed and
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
European Journal of Logistics, Purchasing and Supply Chain Management
Vol.5 No.4, pp.20-36, October 2017
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35 ISSN 2054-0930 (Print), ISSN 2054-0949 (Online)
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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