Browsing by Author "Bonuke, Ronald"

Now showing 1 - 3 of 3
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    Entrepreneurial Education and Self-employment: Does Entrepreneurial Self-efficacy Matter?
    (SEISENSE Business Review, 2021) Kisubi, Moses Kisame; Bonuke, Ronald; Korir, Michael
    The study sought to determine the mediating role of entrepreneurial self-efficacy in the relationship between entrepreneurship education and self-employment intentions. A cross-sectional and explanatory survey approach was employed using a systematic sampling technique. Data were collected from a sample of 458 undergraduate finalists from two Ugandan universities. Results of the study indicate that two predictors significantly influence self-employment intentions. Results also suggest that entrepreneurial self-efficacy partially mediates the relationship between entrepreneurship education and self-employment intentions. Curriculum developers should develop entrepreneurship curriculum content geared towards stimulation of self-employment intentions among learners via entrepreneurial self-efficacy. Second, educational and economic policymakers should design policies and programs like startup capital to enable graduates to realize their self-employment intentions. The study provides initial evidence on the mediating effect of entrepreneurial self-efficacy between entrepreneurship education and self-employment intentions.
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    Entrepreneurship Education and Self-employment Intentions: A Conditional Effect of Entrepreneurial Self-Efficacy Evidence from a Developing Country
    (Cogent Business & Management, 2021) Kisubi, Moses Kisame; Bonuke, Ronald; Korir, Michael
    To determine the moderating effect of entrepreneurial self-efficacy (ESE) in the relationship between entrepreneurship education (EE) and self-employment intentions (SEI). Explanatory survey design together with systematic sampling technique were utilized to collect data from a sample of 458 undergraduate finalists from Makerere and Kyambogo Universities in Uganda. Data were analyzed using Hayes' PROCESS macro vs3.2 (Model 4). Results of the study indicate that entrepreneurship education and entrepreneurial self-efficacy are significant predictors of students’ self-employment intentions. The study also found a buffering moderating effect of entrepreneurial self-efficacy significantly in the relationship between entrepreneurship education and self-employment intentions. The study contributes to the extant literature by confirming the relationship between the study variables and supporting both SCT and TPB. Besides, the study provides new insights concerning the moderating role of ESE in the relationship between EE and SEI. Educators, curriculum developers, and university management need to conduct a students’ entrepreneurial competence needs assessment before, such that the entrepreneurial course is customized to the needs of the students other than a generalized and standardized entrepreneurial course. The study provides new insights on the conditional effect of ESE on the link between EE and SEI in the context of a developing country.
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    The Impact of Entrepreneurship Education and Entrepreneurial Attitude on Entrepreneurial Intentions among Undergraduate Students in Uganda
    (2020) Kisubi, Moses Kisame; Korir, Michael; Bonuke, Ronald
    The study aimed at establishing the impact of entrepreneurship education and attitude on students’ entrepreneurial intentions using Liñán’s entrepreneurial intention model. To attain the objective of the study, a cross sectional and explanatory survey approach were employed. Systematic sampling technique was utilized to collect data from a sample of 458 final year undergraduate students from Makerere and Kyambogo Universities in Uganda. Data was analyzed using Hayes (2018) Process macro vs3.2 (Model 4). Study findings indicate that there is no significant difference in the entrepreneurial intentions between business and non-business students. Entrepreneurship education and attitude were found to be significant predictors of students’ entrepreneurial intentions. Results also indicate that attitude partially mediates the relationship between entrepreneurship education and entrepreneurial intentions. Theoretically, our study validates Liñán’s entrepreneurial intention model in a developing country like Uganda. The study contributes to the already existing literature in regard to the direct effect of entrepreneurship education on entrepreneurial intentions and creates new insights on the indirect effect of entrepreneurship education on entrepreneurial intentions. Furthermore, the study suggests practical implications to policymakers, educators, and curriculum developers. The study tested the entrepreneurial intention model by Liñán and creates new knowledge in the area of the mediating effect of entrepreneurial attitude in the relationship between entrepreneurship education and entrepreneurial intentions.