The role of entrepreneurship education in shaping entrepreneurial action of disabled students in Nigeria

Abstract

This study adopted a cross sectional descriptive research design to examine the role of entrepreneurship education in shaping entrepreneurial action (EA) of disabled students of the Nigerian tertiary institutions. Also, an analytical survey with mixed methods and triangulation focus constituted the study’s research design. A sample size of 286 disabled students was determined using Krejcie and Morgan sample size selection model. Data were analyzed using descriptive statistics, zero-order correlation and hierarchical regression. The findings revealed that pedagogy, course content and entrepreneurship education are significant predictors of EA. Entrepreneurship education that exposes students to life applicable issues is capable of boosting their confidence/capacity to risk into venture start-up. Second, the more lecturers’ characteristics such as inspiring students, method of teaching, being approachable and displaying enthusiasm are applied in the teaching of entrepreneurship the better the EA of the students. This study indicates a number of implications for the tertiary institutions and policy-makers. Specifically, entrepreneurship education, pedagogy and course content make a significant contribution to EA for disabled students. This is a critical factor that tertiary institutions in Nigeria should consider in transmitting entrepreneurship knowledge to students. Policy-makers and other stakeholders need to develop keen interest in designing entrepreneurship curriculum to cater/accommodate the specific needs of students with disabilities. Originality/value: This study is the first in Nigeria (Africa) to test empirically the relationship between pedagogy, course content, entrepreneurship education and EA among tertiary institutions’ disabled students.