Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/321149 
Year of Publication: 
2025
Citation: 
[Journal:] Administrative Sciences [ISSN:] 2076-3387 [Volume:] 15 [Issue:] 1 [Article No.:] 2 [Year:] 2025 [Pages:] 1-25
Publisher: 
MDPI, Basel
Abstract: 
This qualitative study explores the complex landscape of entrepreneurship education by focusing on lecturer competency, entrepreneurship curriculum, and pedagogy. This study addresses critical gaps in the current literature by investigating key questions: ideal instructional approaches for entrepreneurship, essential components of the curriculum, providers of entrepreneurial knowledge, and overarching strategies to foster entrepreneurship in higher education. Employing the Gioia methodology, this research adopted a qualitative inductive approach by collecting data from 14 participants actively engaged in entrepreneurship education and development across various South African universities. The findings highlight the diverse perspectives of academics and underscore the importance of collaborative and interactive teaching methods in preparing students for entrepreneurial challenges. This research contributes valuable insights to inform policy and practice in enhancing entrepreneurship education within South African higher education institutions (HEIs).
Subjects: 
entrepreneurship education
lecturer competency
curriculum
pedagogy
Gioia methodology
Persistent Identifier of the first edition: 
Creative Commons License: 
cc-by Logo
Document Type: 
Article
Appears in Collections:

Files in This Item:
File
Size





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.