Factors Driving Entrepreneurial Orientation among Undergraduate Students in Zimbabwe: Questioning Pedagogical Perspectives and Entrepreneurial Intentions
Bibliographic record
Abstract
The paradigm shift in contemporary university curriculum is to produce employment creators rather than job seekers. This study explores the enterprise related entrepreneurship course content that may be ranked as most desirable in developing entrepreneurial intentions among university students. The problem is that the broad and widening focus of entrepreneurship courses offered at most universities appear not to provide an understanding of the specific characteristics that drive entrepreneurial intent among students with different social and economic backgrounds. Therefore, the objective of this study was to test and evaluate subject content items that are most influential in promoting entrepreneurial intentions among undergraduate students with the intention of recommending a streamlined entrepreneurship curriculum. A 26-item questionnaire was used to collect data from 300 participants in the Faculty of Business Sciences at Midlands State University. A quantitative descriptive analysis of the independent variables was made. Consistent with previous studies examining entrepreneurial intention, we also conducted correlations to check on the direction and strength of the relationships among the variables. A short regression analysis was also run (using SPSS 21) to check whether entrepreneurial intentions could be explained by some variables related to teaching approaches. The study found that opportunity recognition, independence and pitching of business ideas were the top items in the module content that inspired the intention to start an enterprise among undergraduate students. The study adds value to curriculum development by identifying entrepreneurship course content that increases the desire to be independent and shifta student’s focus from a job seeker to a career and enterprise development orientation.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".