Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/321143 
Year of Publication: 
2024
Citation: 
[Journal:] Administrative Sciences [ISSN:] 2076-3387 [Volume:] 14 [Issue:] 12 [Article No.:] 341 [Year:] 2024 [Pages:] 1-16
Publisher: 
MDPI, Basel
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.
Subjects: 
entrepreneurship education
entrepreneurial intentions
teaching strategies
South Africa
pedagogical approaches
ideal educator
educator characteristics
Persistent Identifier of the first edition: 
Creative Commons License: 
cc-by Logo
Document Type: 
Article
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