Dissertations / Theses on the topic 'Entrepreneurship Education in Nigeria higher Institutions'

For a variety of socio-economic and educational reasons, Entrepreneurship Education has become a critical aspect of the Indonesian higher education system. Contemporary Indonesia is characterised by high levels of youth and adult unemployment, low rates of business competitiveness, lack of entrepreneurial skills amongst graduates and negative attitudes towards entrepreneurs and entrepreneurship. Most universities in Indonesia that have adopted entrepreneurship education view it as a traditional subject, lacking innovation in its design, delivery and assessment. As a new phenomenon, entrepreneurship education remains an under-researched topic of academic endeavour. The aim of this study is to understand students' and faculty members' perceptions, aspirations and expectations as a basis for the development of entrepreneurship education models for Higher Education Institutions (HEIs) in Indonesia. Developing models of entrepreneurship education specific to the Indonesian context is of great importance for those who are in charge of establishing this new type of education initiative. It also will benefit the Indonesian government as they can use these informed models to make effective decisions on entrepreneurship education policy. The purpose of this study is to discover the different ways students and faculty members conceptualise entrepreneurship education and the logical relationship between these various conceptions. Focussing on this structural framework has been proven to contribute to new understandings of entrepreneurship education field. The research study upon which this thesis is based has employed a phenomenographic approach to the collection, analysis and interpretation of primary data obtained from seven Indonesian HEIs, including seventy semistructured interviews with students and faculty members. To complement the phenomenographic approach, face-to-face interviews were carried out with a sample of seven members of senior management, one in each institution. Due to the relatively small sample size, interpretive analysis rather than phenomenography was employed to analyse the results of these interviews. iii There are a number of important results emerging from this research study. Students indicated more variation in the ways in which entrepreneurship education is being experienced. Interestingly, faculty members appear to share with students the ‘dimensions of variation’ upon which the ‘outcome space’ was constituted. Regarding respondents’ aspirations of entrepreneurship education, variations emerged between students and faculty members in relation to 'themes of expanding awareness'. Both sample groups, however, seemed to accept that preparing students to become successful entrepreneurs should be considered a common aspiration of students and staff involved in entrepreneurship education. In terms of expectations, students felt that a market-driven strategy would be the best way to enhance the effectiveness of entrepreneurship education. In contrast, faculty members highlighted the importance of being part of, and contributing to, an entrepreneurial university. Based upon the result of this research study, three models of entrepreneurship education have been identified in relation to Indonesian HEIs: (i) ‘Traditional University’; (ii) ‘Entrepreneurial University’; and, (iii) ‘Transitional University’. Students' and faculty members' perceptions, aspirations and expectations of entrepreneurship education are the basis upon which these models have been developed. These models offer an original and innovative perspective on how entrepreneurship education should be conceptualised in a higher education context, in developing countries in general and Indonesia in particular.

The development of social enterprises are recognised by the broader community as an effective tool for addressing social problems. As a result, the development and emergence of social enterprise sectors have taken various paths in different geographic regions in the world. For the African context, the withdrawal of funding from the state as a result of external conditions imposed by foreign actors as well as the institutional support provided by foreign aid organisations were the key drivers behind the emergence of the social enterprise sector in Africa. Within the South African context, job creation and poverty alleviation are pressing priorities, both politically and economically, so providing an environment that is conducive for the development of social enterprises or social entrepreneurship. Implementing social entrepreneurship activities in higher education is important as universities are under increasing pressure to become responsive to student needs, and there is a growing scrutiny of their engagement, supportive, and economic role in local communities. By supporting local communities, institutions can broaden the student experience and create an economic impact. In addition, as the student experience entails more than curricular learning opportunities, social entrepreneurship practices are an important dimension for higher learning. This study used a series of case studies of social entrepreneurship projects that were implemented in the classroom of the first and second year Management students on the 2nd Avenue Campus of the Nelson Mandela Metropolitan University (NMMU). These case studies highlighted the possibilities of how classroom space and students can be utilised to set-up social enterprises to improve the conditions of the many disadvantaged and disenfranchised communities within which the university functions. At the same time, learning takes place through the practical application of the theory taught in the classroom. From the seven case studies highlighted in the study, a framework was developed to implement social entrepreneurship activities in the context of higher education. This framework includes five steps, namely, motivation and inspiration to develop social enterprises in the classroom, student involvement in creating and developing a product for sale, use of appropriate teaching strategies to provide the learning experience, provision of adequate mentoring and control of the social enterprises and, finally, assessment of the social enterprises. With the funds generated from the projects, communities benefited, for example, the upgrading of community facilities. Educators in higher education institutions are responsible for developing future business leaders. Given the increasing importance of social issues, especially poverty, this educational experience ensured that the students were made aware of the importance of using the powers yielded by business to solve some of these social issues, and thus contribute to the improvement of the South African economy. As a result, social entrepreneurship has a role to play in addressing social and economic issues. For example, the entrepreneurship part of the business will help to alleviate the unemployment strain placed upon the South African economy, whereas, the social part of the business will assist in alleviating poverty. Regarding the implementation of social entrepreneurship activities within the environment of higher education, it is evident from the case studies that successful social enterprises can be established within the classroom and sufficient funds generated to effect positive change within disadvantaged communities. Other higher education institutions in South Africa may find the implementation of social entrepreneurship activities more problematic as they might not possess a similar university culture as the NMMU.

This study explored the provision of entrepreneurship education at higher education institutions in Rwanda with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option.

The processes required in maintaining Higher Education Institutions (HEIs) buildings, and to retain their services and facilities to an acceptable standard in Nigeria is being undermined by insufficient maintenance budget and lack of strategic planning. The aim of the study is to develop a new theoretical strategic framework to support Facilities maintenance management of Higher Education Institutions facilities in Nigeria. The key objectives of the study include: investigating the current theoretical approaches to facilities maintenance management, evaluating works and services departments’ constraints in relation to procurement strategies, maintenance methods, maintenance budgets, post occupancy evaluations, project quality control, sustainable programme, and the influence of culture on project execution. Others objectives include: developing a strategic framework to support facilities maintenance management, and validating its effectiveness and the efficiency. The scope of the study is focussed on the general maintenance of all building elements; services provided in the selected twelve HEIs in south west of Nigeria. The study adopted a mixed method research strategy by conducting series of semi-structured interviews with the directors of works and services of the selected HEIs, and a questionnaire survey of the 36 Technical Officers from the selected HEIs in Nigeria. The qualitative and quantitative data collected were analysed by using thematic analyses and multiple regressions respectively. The findings of the thematic analyses of the interviews reveal that, there was a general shortage of financial resources that allow keeping of backlogs of maintenance and repairs of HEIs buildings across both the federal and state HEIs. The work identified that, the following factors have caused majority of the backlogs of maintenance: low level of overall maintenance budget, delays in releasing cash (maintenance funds), lack of the adoption and use of planned prevent maintenance method, a shortage of in-house technical staff, and the absence of maintenance programmes and maintenance schedules. In addition, the findings of the questionnaire survey identified the largest and the strongest among the variables used (Predictor-Maintenance Budget), it determines the effectiveness and efficiency of the framework to about 58%, and determines at which level, that the smallest and less stronger variables can join together with the largest and strongest variable to make the framework effective in the facilities maintenance management of HEIs facilities in Nigeria. The findings further reveal that: majority of the HEIs works and services departments do not have full complements of technical staff, so they outsource most of their maintenance projects; most HEIs works and services departments do not have maintenance budgets; where the budgets are in place, they do not adopt appropriate techniques for data collection. In most HEIs sampled, the major defects are often caused by long delays in releasing maintenance cash. Other challenges include: use of inappropriate maintenance methods; lack of establishment of a project control unit within the works and services department; inability to prepare and use maintenance control toolkit; over reliance on complaints from the facilities users instead of carrying out post occupancy evaluations; and lack of adequate programmes to maintain the built environments under their management. A framework was subsequently developed to address the challenges and shortcomings discovered through interviews and the questionnaire survey. The key element of the framework is based on the extensive literature review and is the further validated through a series of interviews with senior technical officers from eight out of the twelve HEIs sampled. The interviewees agreed that the framework is valid, adaptable, and will make facilities maintenance management of HEIs facilities in Nigeria cost effective, efficient in running, and ensures the achievement of project quality control and project deliveries in a timely fashion. Key words: Backlog, budget, environment, sustainable, procurement, maintenance and quality.

Entrepreneurship has played an important role in economic prosperity and social stability in many developed countries. Today South Africa as developing country is faced with massive challenges of high levels of unemployment among the youth, especially university graduates, due to lack of work experience, low skills base and education. The formal labour market in South Africa is currently saturated, unable to absorb the ever increasing number of labour force; hence, the decision by the government to prioritise the development and support of small medium enterprises. Beside all these interventions, South Africa is still ranked among the lowest of all developing countries participating in the Global Entrepreneurship Monitor (GEM). Today entrepreneurship is offered in most of the universities as part of the curriculum but it is evident that levels of entrepreneurship are still not improving in the country. There has been an upward trend in the number of young South Africans entering higher education; this can be attributed to the poor market conditions for low–skilled workers and the high monetary benefits to education. The daunting observation is that while the graduate labour force is on the rise, a large number of graduates possessing diplomas and degrees are finding it difficult to find employment. Graduate unemployment in South Africa has been rising very fast since 1995 along with national unemployment. In this study the entrepreneur was used casually to refer to the owner or creator of a new business, small, growing, and successful business. This includes any person who sets up a small business, or changes from being an employee of an organisation to being self employed, even though neither needs any significant degree of innovation nor capital. Risk taking and risk tolerance is one component of entrepreneurship that is very critical, hence there is a need for more attention in the entrepreneurial education. In the discovery perspective, cognition has impact on the chance that some people will identify and seize the opportunity. Opportunity identification depends on prior awareness and knowledge, whilst exploitation depends on having the necessary ii capabilities. Entrepreneurs should be able to read and recognise patterns for them to recognise opportunities. Profile of an entrepreneur and skills required are technical skills, perseverance, communication skills, managerial skills, leadership skills, innovative skills, pro–activity, information seeking skills, and financial skills. The primary objective of this study was to assess the attitudes and perceptions towards entrepreneurship among students in a higher education institution in the Sedibeng District of the Gauteng Province. The empirical study was conducted among the population and recommendations on entrepreneurial education were compiled. The survey was conducted using a self–completion questionnaire method, whereby questionnaires are handed out to respondents for self–completion and returned to the researcher immediately. In an effort to encourage high response, the questionnaire was accompanied by a cover letter which assured the respondents of confidentiality. An attitude scale to test the prevalence of entrepreneurial attitudes and perceptions among the respondents was used. The Likert scale was used whereby the respondents were asked to rate a particular issue on a scale that ranged from strongly disagrees to strongly agree. The majority of the respondents are predominantly young Africans, from low income families with only few parents that made it to university level, and mostly not involved in entrepreneurship. The gap exists with regard to equipping the respondents with entrepreneurial education and training. The university and other stakeholders should create an environment that is supportive towards entrepreneurial activities. There are still many business opportunities that need to be explored in South Africa but the biggest challenge remains the access to knowledge and information with regard to available support structures. Tertiary institutions should: Develop start–up capital systems for students whilst studying. The curriculum design should support employability skills such as languages, starting your own businesses, presentation skills, creativity and leadership abilities, specific qualifications focusing on business creation should be developed, case studies should focus more on opportunity orientated ideas and business and lecturing staff should be empowered to support entrepreneurial activities in their respective fields. Databases of possible business ideas should be developed. A conceptual research model that will support accelerated youth entrepreneurship should be developed in the country and research institutions should be contracted to populate this research model. Furthermore, government regulations should be tested regarding their impact on youth entrepreneurship development as a standard item. Fresh approaches are thus needed to stimulate youth entrepreneurship in rural areas. Therefore, policies and programmes to encourage youth entrepreneurship in these areas should be researched. National competitions for youth entrepreneurs should be encouraged and visible events should be organised such as enterprise weeks at tertiary educational institutions. Tertiary institutions can also investigate the possibility of business hives for students or allowing students businesses to operate on campuses for the duration of their studies.
Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

With the current globalization and intense competition of nations, entrepreneurship is seen as fundamental to wealth and job creation and especially to economic and social development. For this reason, in developing countries the entrepreneurship theme is of particular importance and is receiving growing attention from both politicians and academics. In recent years, the interest in entrepreneurship education, particularly at the higher education level, expanded worldwide. In the context of developing countries, Higher Education Institutions (HEI) are increasingly seen as tools for the development of entrepreneurial culture and as promoters of innovative or systemic entrepreneurship. In the case of Mozambique, in the last decade, initiatives to promote entrepreneurship multiplied. Such interest is reflected in the National Agenda to Combat Poverty, a governmental program for poverty reduction and creation of new jobs for the 2006-2009 period, where one of the main vectors was the promotion of entrepreneurship through the education system with emphasis in entrepreneurship support at the level of HEIs, including new business incubation. Since then, entrepreneurship education and promotion in Mozambican HEI is becoming a reality. Despite the fact that initiatives related to entrepreneurship education are beginning to multiply in developing countries, most studies refer only to developed countries’ realities, with few describing and focussing on HEIs entrepreneurship education in other parts of the world. If, as is argued by several authors, in the entrepreneurial phenomena “context matters”, a different context can represent a different configuration of factors and processes. Thus, this study intends to contribute to fulfilling this gap. It focuses on the issue of entrepreneurship promotion and the role of HEIs as a support instrument in the context of developing countries. More specifically, based on the Mozambican case, it aims to understand the effectiveness of this instrument, identifying the main progresses and barriers in HEI’s entrepreneurship education and the factors that affect its effectiveness. This purpose is translated in the following research questions: I) What factors influence positively and/or negatively entrepreneurial attitudes, intentions and behaviours? and Do these factors differ according to the level of economic development of the countries? II) Are the HEIs cooperation networks decisive for the development of teachers’ and students’ skills and for the promotion of entrepreneurship? III) What are the main achievements and barriers to the creation of companies promoted/incubated by HEIs? IV) Do entrepreneurship education programmes in HEIs influence students’ entrepreneurial (personal) characteristics, attitudes, perceptions and intentions? What other factors affect students’ entrepreneurial characteristics, perceptions, attitudes and intentions? The study includes both qualitative and quantitative methodologies. Qualitative methodologies were used to assess aspects related with the organization of HEIs and their entrepreneurship curriculum offer and support. Quantitative methodologies were used to study the importance of the context and the aspects related with the students, namely the impact/effectiveness of entrepreneurship education and other factors that affect students’ entrepreneurship. In the first case, secondary data from Global Entrepreneurship Monitor (GEM) 2010 – Adult Population Survey (APS), Global Individual Level Data was used. In the second case, primary data was collected including a survey of 572 students that attended an entrepreneurship course and 149 students that did not attended in a sample of 10 HEI establishments with entrepreneurship education in a universe of 34 establishments. Qualitative analysis included analysis of documental sources, interviews and observation; quantitative analysis was done using Statistic Programme for Social Sciences (SPSS) and several techniques related with multiple regressions, ANOVA and comparison of means (T-test and qui-squared test) The work is organized in three parts. The first provides the justification for the study, introduces the general theoretical framework and the purposes of the study and explains the structure of the thesis. The second part includes four chapters in the format of articles answering to the four research questions. The third part is a general conclusion, including limitations, further lines of research and implications of the study.
Com a atual globalização e intensa competitividade entre nações, o empreendedorismo, é visto como fundamental para a criação de riqueza e mais postos de trabalho e sobretudo para o desenvolvimento económico e social. Por esta razão, nos países em via de desenvolvimento a temática do empreendedorismo assume particular importância e por isso tem vindo a suscitar um crescente interesse por parte das comunidades académicas e política. Nos últimos anos, o interesse pelo ensino do empreendedorismo, sobretudo ao nível do ensino superior, expandiu-se por quase todo o mundo. No contexto de países em desenvolvimento, as Instituições de Ensino Superior (IES) são cada vez mais vistas como instrumentos para o desenvolvimento da cultura empreendedora e como promotoras de um empreendedorismo sistémico e inovador. No caso de Moçambique, nos últimos anos têm-se multiplicado iniciativas de apoio ao empreendedorismo, quer por parte do Governo que por parte de outras organizações da sociedade civil. Tal interesse reflete-se na Agenda Nacional de Luta Contra a Pobreza, um programa Governamental para a redução da pobreza, para o período de 2006-2009, onde um dos desafios colocados é a promoção do empreendedorismo através do sistema educativo, em que destaca-se o apoio ao empreendedorismo ao nível das Instituições de Ensino Superior, incluindo a incubação de empresas. Desde então, o ensino e promoção do empreendedorismo nas IES tem-se vindo a toirnar uma realidade nas Instituições de Ensino Superior Moçambicanas. Apesar das inicitativas relacionadas com o ensino do empreendedorismo se começarem a multiplicar pelos países em desenvolvimento, a maior parte dos estudos centra-se nas realidades dos países desenvolvidos e poucos estudos descrevem e se focam na educação e promoção do empreendedorismo por via das IES naquela parte do mundo. Se, tal como defendido por vários autores, no fenómeno empreendedor “o contexto importa”, um contexto diferente, poderá também significar uma diferente configuração de fatores e processos. Este estudo pretende contribuir para colmatar esta falha. O estudo centra-se na promoção do empreendedorismo e no papel das IES como instrumento de apoio nesse processo, no contexto dos países em desenvolvimento. Mais especificamente, baseado no caso de Moçambique, pretende identificar os principais progressos e barreiras no ensino e promoção do empreendedorismo pelas IES, compreender qual a eficácia deste instrumento e os factores que afetam essa eficácia. Este objetivo traduz-se nas seguintes questões de investigação: i) Que fatores influenciam positiva e/ou negativamente as atitudes, intenções e comportamento empreendedor)? Esses fatores diferem de acordo com o nível de desenvolvimento económico dos países? II) As redes de cooperação das IES são decisivas para o desenvolvimento de competências de docentes e discentes e para a promoção do empreendedorismo? III), quais são as principais realizações e os obstáculos à criação de empresas promovidas/incubadas por IES com educação para o empreendedorismo nos seus currículos? IV) a participação dos estudantes em programas de educação para o empreendedorismo nas IES influencia as sua características (psicológicas), atitudes, percepções e intenções empreendedoras? Que outros fatores afetam as suas características, atitudes, percepções e intenções empreendedoras? O estudo inclui metodologias quantitativas e qualitativas. As metodologias qualitativas foram usadas para estudar os aspetos relacionados com a organização das IES ao nível da oferta curricular e apoio ao empreendedorismo. As metodologias quantitativas foram aplicadas para estudar a importância do contexto, e os aspectos relacionados com os estudantes, nomeadamente o impacto/eficácia da educação empreendedora e outros factores que afectam o empreendedorismo dos estudantes. No primeiro caso, utilizaram-se dados secundários do Global Entrepreneurship Monitor (GEM) 2010 – Inquérito à População Adulta (APS), Dados Globais de Nível Individual. No segundo caso, recolheram-se dados primários através de questiomários a 572 estudantes que frequentaram disciplinas de empreendeodirsmo e 149 estudantes que não tiveram educação em empreendedorismo nas IES com ensino de empreendedorismo. A análise qualitativa incluiu a análise de fontes documentais, entrevistas e observações; a análise quantitativa foi desenvolvida com a ajuda do Programa Estatístico para as Ciências Sociais (SPSS) envolvendo um conjunto de técnicas relacionadas com regressões múitiplas, ANOVA e testes de comparação de médias (t-test e teste do qui-quadrado). O trabalho está organizado em três partes. A primeira inclui a justificação, introduz o quadro teórico geral para a investigação bem como os propósitos do estudo e explica a estrutura da tese. A segunda parte inclui quatro capítulos no formato de artigos, procurando dar respostas às questões de investigação. A terceira parte, é uma conclusão geral do trabalho, incluindo limitações, linhas para futuras investigações e implicações do estudo. O primeiro capítulo, procura evidenciar a importância do contexto nos processos empreendedores. Usando dados do Global Entrepreneurship Monitor (GEM) 2010 – Inquérito à População Adulta (APS), Dados Globais de Nível Individual - de três países com diferentes níveis de desenvolvimento económico, mas com uma história e uma língua comum; criou-se um índice quantitativo de atitudes, intenção e comportamento empreendedor (Índice Empreendedor), e pela aplicação de regressão linear múltipla, foi possível identificar os determinantes das intenções, atitudes e comportamento empreendedor e sua importância em diferentes contextos, tais como (i) genero, (ii) educação, (iii) redes empreendedoras, (iv) motivação por oportunidade e necessidade, e (v) percepção de oportunidade na área de residência. Mais especificamente, os resultados mostram que os indivíduos do sexo masculino, com níveis de educação mais elevados e com redes pessoais empreendedoras tendem a apresentar índices mais elevados de empreendedorismo. Além disso, o estudo empírico evidencia a importância da percepção de oportunidades para a formação de atitudes, intenções e comportamento empreendedor. Os resultados também mostram que o nível de desenvolvimento económico afeta não só as atitudes, intenções e comportamentos empreendedores, mas também a importância/peso dos seus determinantes. O segundo capítulo, centra-se na identificação dos principais obstáculos à criação de empresas promovidas / incubadas por IES com educação para o empreendedorismo nos seus currículos. O estudo empírico é baseado numa amostra de 10 estabelecimentos das diferentes 5 IES existentes com educação para o empreendedorismo (antes do ano de 2014). A coleta de dados foi feita através de uma entrevista exploratória com os diretores das IES e consulta de fontes documentais. Os resultados mostram que as barreiras estão relacionadas com a falta de professores formados/qualificados em empreendedorismo, as deficientes redes com empresários e outras instituições e má relação com a comunidade empresarial, tanto devido a dificuldades materiais para implementar atividades práticas (por exemplo, visitas a empresas) como pela falta de receptividade do lado da comunidade empresarial. Apesar da existência de algum material educativo, mencionado como o principal recurso para a educação para o empreendedorismo, algumas IES indicam que o material disponível não é suficiente, considerando tanto a quantidade como a qualidade. A inexistência de outros recursos educacionais e infra-estruturas de apoio, como incubadoras, laboratórios e bibliotecas, muitas vezes associada com a falta de recursos financeiros também foi mencionado como um importante obstáculo à criação de empresas por alunos e professores das IES. O ambiente político e de negócios foi também referido como uma importante barreira à criação das empresas, nomeadamente no que diz respeito aos sistemas financeiros e fiscais. O terceiro capítulo centra-se na importância das redes de cooperação entre as IES para o desenvolvimento de competências dos professores e para a promoção do espírito e competências empresariais dos alunos, em especial no contexto dos países em desenvolvimento. São apresentados dois artigos com natureza exploratória e descritiva. Num primeiro artigo, o estudo empírico inclui uma amostra de 10 estabelecimentos das 5 IES com educação para o empreendedorismo (antes do ano 2014) existentes em Moçambique. A recolha de dados foi feita através de entrevista exploratória com os diretores das IES e consulta de fontes documentais. Os resultados mostram que uma estratégia assente em redes de cooperação está presente sobretudo em IES públicas, que, tendem a apresentar melhores resultados em matéria do número de professores com formação específica em empreendedorismo e número de negócios criados. Este estudo também mostra alguns sinais promissores relativos ao desenvolvimento coordenado e global de esforços para promover a qualidade da educação para o empreendedorismo. Destaca-se também o papel dos parceiros públicos no envolvimento de outras organizações privadas nacionais e internacionais no processo. Apesar do fato de que a maioria dessas iniciativas está ainda numa fase inicial e de que não é possível neste momento prever totalmente o que será o seu impacto ou resultado, este estudo representa uma primeira tentativa nesse sentido. O segundo artigo apresenta, com mais algum detalhe, o caso da Escola Superior de Negócios e Empreendedorismo de Chibuto – (ESNEC), uma das cinco escolas da Universidade Eduardo Mondlane e uma das poucas instituições de ensino superior dedicada especificamente a educação para o empreendedorismo em Moçambique. Os dados sobre este estudo de caso resultaram de uma observação participante da pesquisadora e os dados foram coletados entre fevereiro e junho de 2013 através de fontes documentais e uma entrevista exploratória com o diretor da escola. O estudo mostrou que as redes de cooperação universitárias têm sido usadas como ferramentas para o desenvolvimento das competências empresariais de professores e alunos e como veículo de disseminação de conhecimentos dentro da comunidade. Mais especificamente, a cooperação com outras universidades vem sendo usada para promover a mobilidade dos recursos para o propósito específico de melhorar o conhecimento e competencias de empreendedorismo dos professores; outros projetos de cooperação, têm sido implementados, a fim de promover a inovação e a difusão de conhecimento do negócio entre estudantes e empresários da comunidade local envolvente. Finalmente, no quarto capítulo procura-se compreender i) se a participação dos estudantes em programas de educação para o empreendedorismo nas IES influencia as sua características (psicológicas), atitudes, percepções e intenções empreendedoras; e também ii) se existem outros fatores que afetem as suas características, atitudes, percepções e intenções empreendedoras. Mais especificamente, tem como objetivo compreender a influência do género, antecedents familiars, do tipo/fonte de recursos financeiros preferencialmente utilizados e das redes nas suas características, atitudes, percepções e intenções empreendedoras Após uma revisão de literatura focada na educação para o empreendedorismo e determinates da intenção empreendedora, atitudes e comportamentos, o estudo empírico é apresentado. Este inclui uma amostra de 10 estabelecimentos IES, seleccionados a partir de um universo de 34 com a educação para o empreendedorismo. A recolha de dados foi realizada em 2015 por meio de questionários a (n=721) estudantes dos 2º, 3º e 4º anos, dentre os quais (n=572) frequentaram o ensino de empreendedorismo e os restantes (n=149) não participaram em qualquer programa de ensino de empreendedorismo. A análise estatística, incluindo a regressão linear múltipla, ANOVA e comparação de médias (Teste-t e teste qui-qudrado). O estudo conclui que i) a atitude pessoal e o controlo comportamental percebido influenciam a intenção empreendedora; ii) a educação para o empreendedorismo tem influência positiva no controlo comportamental percebido. Quanto aos estudantes com educação para o empreendedorismo, conclui-se que iii) existem diferenças significativas em termos de atitudes, percepções e intenções empreendedoras dos estudantes entre as escolas; iv) o género, os antecedentes familiares e as redes empreendedoras afectam as atitudes, percepções e intenções empreendedoras dos estudantes.
Fundation Calouste Gulbenkian and by Eduardo Mondlane University.

The present study assessed the effectiveness of Entrepreneurship Education (EE) in Private Higher Education institutions in Botswana. The assessment of the effectiveness of EE serves as a context of finding ways of addressing challenges and proposing a model for implementing effective EE in Botswana Private Higher Education Institutions. The study adopted a positivism paradigm. A quantitative approach was employed. A survey design was used in the empirical study and a self-constructed questionnaire was used to collect data. Two hundred and forty-nine students exposed to EE and fifty-two commercial college/university lecturers participated in the study. The Social Science Statistical Package (SPSS) version 22 was applied to analyse the data. Chi-square tests were calculated. Ratios were calculated to show the ratings of each item. This study revealed that EE’s curriculum structure such as objectives, content, implementation, and assessment affected its effectiveness. The study also revealed that Botswana Private Higher Education Institutions did not have material resources to effectively EE. The current study also established that even though stakeholders had positive attitudes towards EE, entrepreneurial culture in Gaborone was weak. Findings of the study also revealed that there was no comprehensive EE policy for its effective implementation in tertiary institutions. The present study recommended that the implementation of EE would be improved through the restructuring of the curriculum, the provision of resources and the need to formulate mandatory policies and legislation for its implementation.
Psychology of Education
D. Ed. (Psychology of Education)

碩士
中國文化大學
社會科學院澳門境外碩士在職專班
107
The purpose of this research is to explore the innovation and entrepreneurship education in Macau higher education institutions, examine it how to training the local startup projects, how to assist the students to involve the development of Mass entrepreneurship and innovation, and the situation about the policy implementation and problems. The research method was employed comparative research, in-depth interview and focus group interview in qualitative research. The participants in comparative research were the University of Macau and National Singapore University, using Entrepreneurial Universities Model by Burton R. Clark, to analysis the system and information between two universities. In-depth interview using purposively sampling, select the participants who working/ worked in Macau institutions and incharge / experienced in innovation and entrepreneurship education. Focus group interview using convenience sampling, the participants were the students enrolled in the University of Macau. design the semi-structured interview guide and start the interview, also record the audio about the process, transcribe it to be the interview transcription. Using the three level of coding in grounded theory to review the collected data, got 222 concepts, 37 categories, 9 relations, and 3 core categories, finally developed the theoretical model of "Innovation and Entrepreneurship Education Model in Institutions". The result of the research shows that the innovation and entrepreneurship education in Macau Institutions focusing on high tech projects, mainly helping the students who got high intention in entrepreneurship, and now the education system basically fulfilled the needs of students who also were the young entrepreneurs. On the other side, there are still some problems influenced the education quality, like lack of talents and investment from the community. Also, the students got difficult to balance the time management between the entrepreneurs and students, influence their start up's development, the result also found that there are the cultural differences about the intention training between local and non-local students. In addition, based on the research findings and theoretical model of "Innovation and Entrepreneurship Education Model in Institutions", it is expected the government and institutions in Macau can be advised, to improve the quality of innovation and entrepreneur’s education and student's satisfaction, in future also can be the reference for the related research and practice.

The study investigates the stakeholders’ views on factors affecting effective implementation of the Vocational Technical Education (VTE) programme in Delta State, Nigeria. The purpose of the VTE programme is to equip its recipients with knowledge and skills needed to function in the world of work to meet the needs of society. Literature has indicated a gap between the skills possessed by VTE graduates and those needed in the labour market, which is affecting the graduates’ service delivery. The study is therefore conducted to see how VTE trainees should be equipped with the skills required in the labour market, thereby bridging the existing skill gap. Mixed methods research was adopted in the investigation of the study. Interviews and questionnaires were used as instruments for data collection. The data collected from the 74 respondents of the study were thematically analysed using NVIVO. The findings reveal the factors affecting the delivery of the programme to include inadequate facilities, insufficient funds, poor planning and implementation, misconception, inadequate curriculum, inadequate training and retraining of instructors, misconception of the programme by the members of the society and low enrolment. The factors were perceived by the respondents of the study to be affecting the performance of the graduates of the programme. The study concluded with a suggested adoption of the integration of the practical training of the trainees in the industries with their theoretical training in their various institutions, diversification of sources of funding, involvement of stakeholders in the monitoring and supervision of the programme implementation, proposed designed model for effective delivery of the programme, and proposed extension of Prosser’s Sixteen Theorems to support the delivery of effective vocational technical education programmes.

Dissertação de Mestrado Integrado em Psicologia apresentada à Faculdade de Psicologia e de Ciências da Educação
O Empreendedorismo tem ganho notoriedade ao longo dos anos devido à compreensão dos seus efeitos na economia. Por esta razão, a União Europeia procurou promover o desenvolvimento de estratégias para auxiliar as Instituições de Ensino Superior (HEIs) a adaptarem-se à nova realidade e prepararem os estudantes para uma resposta mais adequada às necessidades do mercado de trabalho. Estudos demostraram a existência de um efeito positivo da educação empreendedora na intenção empreendedora dos estudantes. Contudo, existem estudos que apoiam a ideia de que essa relação não é direta, propondo um efeito mediador de construtos como a autoeficácia.O objetivo deste estudo é investigar o efeito da agenda de educação empreendedora de uma Universidade portuguesa na intenção empreendedora dos estudantes de uma unidade orgânica dessa Universidade (Faculdade) da mesma explorando se este se trata de um efeito direto ou indireto, podendo a autoeficácia ter um efeito moderador. Em simultâneo, pretende-se analisar a eficácia dos esforços conduzidos pela Universidade na promoção da Intenção Empreendedora nos estudantes, enquanto se reforça a importância do desenvolvimento da autoeficácia durante o processo. Os dados revelam que os estudantes da Faculdade possuem valores baixos de intenção empreendedora (M=2.606), valores médios de autoeficácia (M=3.618) e, de forma geral caracterizaram o nível empreendedor da HEI como sendo médio (M= 3.445), o que significa que esta ainda não é inequivocamente percecionada como uma instituição empreendedora. Os resultados obtidos indicam ainda, que a autoeficácia funciona como um mediador total na relação da agenda de educação empreendedora da universidade e a intenção empreendedora, o que incentiva uma abordagem multidisciplinar que reconhece a importância do desenvolvimento de construtos como a autoeficácia para além do desenvolvimento de conhecimentos teóricos no desenho de programas de empreendedorismo mais eficazes.
Entrepreneurship has been on the rise for the last few years due to the realisation of its impact in the economy. For this reason, the European Union pushed for the development of strategies that would help Higher Education Institutions (HEIs) adapt to this new reality and prepare students to respond to the needs of the job market. It has been shown that Entrepreneurial Education has a positive effect on the Entrepreneurial Intention. However, there have been studies advocating that the relationship is not direct, with self-efficacy being highlighted as a possible mediator. The objective of this study is twofold. Firstly, it aims to investigate the effect of the entrepreneurial education agenda of a portuguese University on the entrepreneurial intention of the students of one of its Faculties while exploring whether this effect is direct or indirect with self-efficacy as possible mediator. Secondly, it comprises an effort to analyse the academy’s entrepreneurial education effectiveness in promoting entrepreneurial intention amongst students as well as highlighting the importance of the development of self-efficacy during the process. The data reviled that the students in the Faculty had low levels of entrepreneurial intention (M=2.606), medium levels of self-efficacy (M=3.618) and, overall, they characterized the entrepreneurial level of the HEI as medium (M= 3.445), meaning that it has not yet, in their perception, undoubtedly established itself as an entrepreneurial institution. Furthermore, our results suggest that self- efficacy acts as a total mediator in the relationship between the entrepreneurial education agenda and the entrepreneurial intention. This incentivizes a multidisciplinary approach that recognizes the importance of the development of constructs such as self-efficacy as much as theoretical and practical subjects while designing educational entrepreneurial programs to ensure better prospects on having more optimistic and lasting outcomes.

Dissertação de Mestrado em Psicologia do Trabalho, das Organizações e dos Recursos Humanos apresentada à Faculdade de Psicologia e de Ciências da Educação
O crescimento económico está longe do desejável, refletindo ainda o efeito da crise recentemente vivida nos mercados financeiros. Formar os estudantes para que estes enfrentem as adversidades e procurem oportunidades para promover o desenvolvimento social, económico e tecnológico do país não é apenas desejável, mas determinante para o sucesso de uma nação. Neste cenário, a família e as instituições de ensino superior (IES) desempenham um papel determinante no desenvolvimento de competências empreendedoras nos estudantes, incentivando-os a inovar e a empreender.Embora tenha sido estudada a influência da família e das IES no potencial empreendedor dos estudantes, as mudanças dos últimos 10 anos em Portugal permanecem desconhecidas. Com o objetivo de analisar o impacto dessas influências, há 10 anos atrás e atualmente, desenvolvemos um estudo comparativo de coortes, com duas amostras compostas por estudantes do ensino superior português. A primeira amostra foi recolhida em 2009 (N = 6430), através do Programa Poliempreende, e a segunda amostra foi recolhida em 2018 (N = 909).Foram aplicados, aos estudantes portugueses, questionários que incluíam diferentes escalas previamente validadas e que permitiram uma recolha confiável dos dados. Foi realizada uma análise fatorial confirmatória, uma matriz de intercorrelações e uma regressão múltipla multivariada, para ambas as amostras, com o objectivo de verificar duas hipóteses: H1: A influência da família, no potencial empreendedor dos estudantes, diminuiu após os últimos 10 anos em Portugal; e H2: A influência das instituições de ensino superior, no potencial empreendedor dos estudantes, aumentou após os últimos 10 anos em Portugal.Por um lado foi concluído, através presente estudo, que as IES têm uma maior influência sobre o potencial empreendedor dos estudantes, atualmente do que há 10 anos atrás (o que confirma H1). Por outro lado, percebemos que a influência da família passou de positiva para ligeiramente negativa (o que contradiz H2), provando que este fator já não é determinante para o desenvolvimento do potencial empreendedor dos alunos, como há 10 anos atrás.
The economic growth is far from desirable, further reflecting the effect of the recent crisis on financial markets. Training students to face adversity and search for opportunities to promote social, economic and technological development of each country, is not only desirable but determinant for the success of a nation. In this scenario the family and higher education institutions (HEI) play a determinant role in the development of entrepreneurial competencies in the students and encourage them to innovate and to undertake.Although it has been studied the influence of family and HEI in the entrepreneurial potential of students, the changes in the last 10 years in Portugal are still unknown. With the aim of analyzing the impact of these influences, 10 years ago and now, we developed a comparative cohort study with two samples composed by Portuguese higher education students. The first sample was collected in 2009 (N=6430), under the Poliempreende programme, and the second sample was collected in 2018 (N=909). Questionnaires were applied to the Portuguese students. These questionnaires included different validated scales that allowed a reliable collection of information. We performed confirmatory factorial analysis, an intercorrelation matrix and a multivariate multiple regression analysis, for both samples, to verify two proposed hypotheses: H1: The influence of the family on student’s entrepreneurial potential has decreased after the last 10 years in Portugal; and H2: The influence of higher education institutions on student’s entrepreneurial potential has increased after the last 10 years in Portugal.On the one hand, we concluded that HEI have more influence on the entrepreneurial potential of students now than 10 years ago (confirming H1). On the other hand, we realized that the influence of family went from positive to slight negative (which contradicts H2), proving that this is no longer a determining factor in the students’ entrepreneurial potential, as 10 years ago.