Faculty of Commerce, Law and Management (ETDs)

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    Exploring entrepreneurship education in technical and vocational education and training (TVET) for self- employment: a case study of interns in Gauteng
    (2021) Ditlopo, Elizabeth Janet
    This study focused on exploring the extent to which TVET Colleges’ entrepreneurship education programme prepares students for self- employment. The main aim of the study was to understand, in detail, the experiences of interns’ learning of the entrepreneurship education programme at given TVET Colleges in Johannesburg, Gauteng, South Africa. The specific questions that the study sought to answer were: what the experiences of interns from the two TVET Colleges are, in terms of how entrepreneurship education prepares them for setting up new businesses; what the important course components in the entrepreneurship programme are; what the challenges confronting interns in relation to their study of entrepreneurship education are; and what the strategies of improving entrepreneurship education programmes at TVET Colleges in South Africa, to boost self-employment, are. This study employed a qualitative approach using a case study method. Data were collected using a semi-structured interview technique. Participants were recruited using a non-probability sampling method known as purposive sampling. A total of 12 participants were recruited and they consented to participate in the study. The participants included 12 interns at two selected TVET Colleges in Gauteng, South Africa, studying the N6 NATED entrepreneurship education programme. All interviews were conducted in private rooms at the selected TVET Colleges following successful appointments with participants and their institutions. All interviews were audio-recorded, and the researcher drafted detailed field notes following each interview. Audiofiles were transcribed by the researcher, and transcripts were read and re-read to identify common patterns and emerging themes in relation to meanings as well as understandings in relation to the study of entrepreneurship education programme at TVET Colleges as provided by study participants. Data were analysed using a thematic content analysis method. Verbatim quotations were used to illuminate the key themes. The findings of this study suggested that interns’ experiences in relation to studying entrepreneurship education begins with an entrepreneurial intention and builds up to the acquiring of a knowledge base as well as relevant skills for eventually becoming business owners. Further, the study found that the teaching of entrepreneurship education at the specific TVET Colleges had vi a positive impact on its students. The study also revealed that there are important course components of the entrepreneurship programme – Financial Accounting; Business Management; Computer Literacy – which provide students with the relevant skills required to start and manage their own businesses in this highly technological era. Factors such as a lack of sufficient funding and government support for TVET Colleges, as well as the difficulty in understanding some course components of the entrepreneurship education programme, especially for science-oriented students, serve as barriers in achieving the objective of becoming self-employed in Gauteng, South Africa. Additionally, the study found there are ways to improve the entrepreneurship education programme at TVET Colleges including the adequate provision of funding as well as support from the government for the TVET Colleges; and the introduction of effective mentorship programmes for students and interns studying the entrepreneurship programme. In conclusion, this study argues that, in order to understand the experiences of interns studying the entrepreneurship education programme at TVET Colleges, which will bring about selfemployment within Gauteng, South Africa, the entrepreneurial approach and contextually-based factors need to be duly considered. The study suggests that there is a positive impact of studying the entrepreneurship education programme, especially in light of the need for self-employment in South Africa; however, issues varying from insufficient funding and government support, to difficulty in understanding required course components, need to be put in perspective. More so, the study suggests that there is need to focus on learning re-orientation, especially for sciencebased students, to ensure effective understanding of the relevant knowledge and skills for becoming self-employed.
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    The effect of entrepreneurial selfefficacy, experience, and education on entrepreneurial intention among black South African female youth
    (2020) Muchabaiwa, Honest
    In order to advance the study of entrepreneurship, this quantitative study assessed the impact of prior entrepreneurial exposure, entrepreneurship education, and entrepreneurial self-efficacy on the entrepreneurial intention of female, black South African youth. The moderating impact of entrepreneurial self-efficacy on the relationship between entrepreneurship education and intention as well as between prior entrepreneurial exposure and intention were assessed. The data was collected among 278 female, black South African youth, using a questionnaire that was scripted on Qualtrics. Regression analysis was conducted to assess the hypotheses. The results revealed that both entrepreneurship education and prior entrepreneurial exposure had a direct significant positive impact on entrepreneurial intention. Entrepreneurial self-efficacy did not significantly moderate the relationship between both entrepreneurship education and intention as well as between prior entrepreneurial exposure and entrepreneurial intention. The key message from this study was that entrepreneurial intention is dependent on whether one had a positive prior entrepreneurial exposure and was also exposed to entrepreneurship education. It was concluded that the impact of entrepreneurship education and prior entrepreneurial exposure is not dependent on one’s entrepreneurial self-efficacy.
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    The effect of short-term business training on firm performance of youth owned enterprises in Johannesburg
    (2020) Adeyemi, Adewale Felix
    The objective of this research study is to investigate to what extent is the effect of short-term business training on firm performance of youth-owned enterprises in Johannesburg, South Africa. This study draws from the vast entrepreneurship educational materials and human the capital theory that is essential for developing the human capital competencies within the target population, however, the most significant predictor of firm performance of the youth-owned enterprises is human capital development. A survey questionnaire with thirty-two (32) questions through Likert measure was utilized to obtain data. This is a cross-sectional, quantitative study that follows a positivist approach. Primary data with a sample size of two hundred and nine (209) was collected from government agencies such as the “SEDA, SETA, DTI, NYDA, GEP”, institutions of higher learning, industry experts – otherwise known as “the triple helix model” – and independent companies through computerised questionnaires and mobile devices. Data analysis include linear, regression, disruptive and Mann Whitney U tests analysis. Formal short-term business training emerged as a significant indicator of firm performance, implying that the quality of formal short-term business training determines the quality of firm performance. However, it is, by far, the most influential predictor of financial firm performance. The results also confirmed that formal short-term business training have a significantly high effect on financial and non-financial firm performance when compared to informal entrepreneurship education and training. Youth-owned enterprises who are trained and confident can then raise enough competence for their businesses, thus producing firm performance. Government policies and support programs need to take a holistic dimension when supporting youth-owned enterprises. While taking a holistic view, priority needs to be put on making entrepreneurship education and training available for youth-owned enterprises to develop and grow into a mainstream economic contributor. The study’s findings are very important in that it could help the government and other stakeholders of entrepreneurship education and training understand that financial resources or capital, in form of grant, are not the only important forecasters of firm performance of the youth-owned enterprises. Thus, the need to review current entrepreneurship education and training assessment models.