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This study investigated the self-employability initiatives of disabled university students by presenting a model that would allow the concept to be explained and used easily as a framework for working with students to develop their selfemployment careers. A cross-sectional survey with a quantitative method constituted the study’s research design. A sample size of 254 university students was determined using the Krejcie and Morgan (1970) sample size selection model. Data were analyzed using demographic statistics, correlation analysis and the structural equation model (SEM). The results revealed that entrepreneurship education, action mechanisms and university role have a positive influence on the self-employability initiatives of disabled students. The results also indicated that action mechanisms mediate the relationship between entrepreneurship education and the self-employability initiatives of the disabled students in this study. Universities that provide enabling premises for disabled students, foster the development of networks and provide them access to coaches, mentors and research results will trigger the self-employability initiative of disabled students. This study indicates a number of implications for tertiary institutions and policymakers, particularly that entrepreneurship education and the role the university plays make significant contributions to the self-employability initiative of disabled students. Policymakers need to design entrepreneurship curricula that will be appreciated by students with disabilities.
- Social Sciences