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Shaping Students’ Entrepreneurial Intentions into Actions: South African Lecturers’ Views on Teaching Strategies and the Ideal Educator

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Listed:
  • Tendai Makwara

    (Oxford Business College, 65 George Street, Oxford OX1 2BQ, UK
    Department of Business Support Studies, Faculty of Management Sciences, Central University of Technology, Bloemfontein 9300, South Africa)

  • Chux Gervase Iwu

    (Department of Management and Entrepreneurship, Faculty of Economic and Management Sciences, University of the Western Cape, Bellville 7535, South Africa)

  • Lucky Sibanda

    (Oxford Business College, 65 George Street, Oxford OX1 2BQ, UK
    Department of Management and Entrepreneurship, Faculty of Economic and Management Sciences, University of the Western Cape, Bellville 7535, South Africa)

  • Eugine Tafadzwa Maziriri

    (Department of Management and Entrepreneurship, Faculty of Economic and Management Sciences, University of the Western Cape, Bellville 7535, South Africa)

Abstract

For several decades, entrepreneurship education (EE) has been identified as vital for preparing students to succeed in a changing economic landscape. Specifically, EE shapes students’ entrepreneurial intentions into actions. Considering the evolving expectations from graduates, this study explores South African entrepreneurship educators’ perspectives regarding the ideal educator and effective teaching strategies to shape the development of students’ entrepreneurial intentions. This empirical qualitative study examines data collected from 14 entrepreneurship educators across various South African public higher education institutions, collected using an open-ended questionnaire. Thematic analysis revealed a strong consensus on the importance of real-world experience teaching and the limited integration of online methodologies in EE. The results also emphasized the need for educators to embody entrepreneurial qualities, such as practical experience and a hands-on approach, to foster students’ transition from intention to action. Despite the desire for more innovative, action-oriented teaching strategies, traditional teaching theory in entrepreneurship remains an essential modality in the EE framework. These findings suggest that effective EE practices should integrate experiential learning and innovative strategies while maintaining core theoretical foundations.

Suggested Citation

  • Tendai Makwara & Chux Gervase Iwu & Lucky Sibanda & Eugine Tafadzwa Maziriri, 2024. "Shaping Students’ Entrepreneurial Intentions into Actions: South African Lecturers’ Views on Teaching Strategies and the Ideal Educator," Administrative Sciences, MDPI, vol. 14(12), pages 1-16, December.
    • Handle: RePEc:gam:jadmsc:v:14:y:2024:i:12:p:341-:d:1548391
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    References listed on IDEAS

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    1. Ilaria Cascavilla & Davide Hahn & Tommaso Minola, 2022. "How You Teach Matters! An Exploratory Study on the Relationship between Teaching Models and Learning Outcomes in Entrepreneurship Education," Administrative Sciences, MDPI, vol. 12(1), pages 1-22, January.
    2. Alain Fayolle, 2013. "Personal views on the future of entrepreneurship education," Entrepreneurship & Regional Development, Taylor & Francis Journals, vol. 25(7-8), pages 692-701, September.
    3. Alain Fayolle & Benoît Gailly, 2008. "From craft to science : Teaching models and learning processes in entrepreneurship education," Post-Print hal-02311755, HAL.
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    1. repec:bcp:journl:v:9:y:2025:i:26:p:8279-8290 is not listed on IDEAS
    2. Chux Gervase Iwu & Lucky Sibanda & Tendai Makwara, 2026. "African Entrepreneurial Ecosystem Resource Constraints: A COVID-19 Perspective," Journal of Entrepreneurship and Innovation in Emerging Economies, Entrepreneurship Development Institute of India, vol. 12(1), pages 9-26, January.

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