Department of Marketing

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https://repository.udsm.ac.tz/handle/123456789/60

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Browsing Department of Marketing by Author "Abaho, Ernest"

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    Entrepreneurial Curriculum; Is It Relevant to University Students’ Goal Setting and Long Term Orientation? Evidence from Uganda
    (ZENITH International Research & Academic Foundation (ZIRAF) India, 2013) Abaho, Ernest; Olomi, Donath R.; Urassa, Goodluck C.
    Business schools world over have embraced the teaching of entrepreneurship as a new mantle towards transforming the graduate society. This has caused the need to understand the entrepreneursial curriculum and its effectiveness in delivering the objectives for which it was developed. One of these objectives is to develop a future oriented society of graduates in terms of long term goals. Goal setting and long-term orientation of university graduates is part of the entrepreneurial values that are important to their comprehensive success. This study was therefore instituted to examine the role of the entrepreneurial curriculum in the development of goal setting and long-term orientedness of university students in Uganda. 522 final year students were interviewed. Results indicated a significant positive relationship between entrepreneurial lectuers, interaction with succesful entrepreneurs with goal setting and long-term orientation. However, despite the positive relationship, experiential learning did not have a significant influence on goal setting and long-term orientation. Using Structural Equasion Modelling, measurement models of entrepreneurial curriculum and that of goal setting and long-term orientation are proposed. Areas for further research and managerial recommendations are suggested.
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    Students’ Entrepreneurial Self-Efficacy: Does the Teaching Method Matter?
    (Emerald Group Publishing Limited, 2015) Abaho, Ernest; Olomi, Donath R.; Urassa, Goodluck C.
    Purpose – The purpose of this paper is to examine the various entrepreneurship teaching methods in Uganda and how these methods relate to entrepreneurial self-efficacy (ESE). Design/methodology/approach – A sample of 522 final year students from selected universities and study programs was surveyed using self-reported questionnaires. Findings – There was a statistically significant positive relationship between ESE and lecturers’ business experience. Interacting with successful people, personal reading and handout notes, class presentations and imaginary case studies had a statistically significant positive relationship with ESE. There was no statistical significance in the relationship between ESE and some teaching methods. A positively significant correlation was also observed between lectures’ business experience and the choice of teaching method(s). Research limitations/implications – Further research should explore how various methods are used to teach different aspects of entrepreneurship as well as the attitudes and perceptions of entrepreneurship educators about entrepreneurial experience and its relevancy in entrepreneurship education. Practical implications – Lecturers should seek opportunities for attaining business experience through practice and business networks. Institutions should orient lecturers through different teaching styles and train them on how to relate learning outcomes to learning environments as well as investing in learning aids. Originality/value – The study provides insights about the most feasible methods of activating ESE in the most practical and efficient ways. It also informs readers about the state of learning technologies from a developing country’s perspective.
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    Students’ entrepreneurial self-efficacy: does the teaching method matter?
    (2015-11-09) Abaho, Ernest; Olomi, Donath; Charles, Goodluck
    Purpose – The purpose of this paper is to examine the various entrepreneurship teaching methods in Uganda and how these methods relate to entrepreneurial self-efficacy (ESE). Design/methodology/approach – A sample of 522 final year students from selected universities and study programs was surveyed using self-reported questionnaires. Findings – There was a statistically significant positive relationship between ESE and lecturers’ business experience. Interacting with successful people, personal reading and handout notes, class presentationsandimaginarycasestudieshadastatisticallysignificantpositiverelationshipwithESE. There was no statistical significance in the relationship between ESE and some teaching methods. A positively significant correlation was also observed between lectures’ business experience and the choice of teaching method(s). Research limitations/implications – Further research should explore how various methods are used to teach different aspects of entrepreneurship as well as the attitudes and perceptions of entrepreneurship educators about entrepreneurial experience and its relevancy in entrepreneurship education. Practical implications – Lecturers should seek opportunities for attaining business experience throughpracticeandbusinessnetworks.Institutionsshouldorientlecturersthroughdifferentteaching stylesandtrainthemonhowtorelatelearningoutcomestolearningenvironmentsaswellasinvesting in learning aids. Originality/value – The study provides insights about the most feasible methods of activating ESE inthemostpracticalandefficientways.Italsoinformsreadersaboutthestateoflearningtechnologies from a developing country’s perspective.