Allan, I. S. (2019) Entrepreneurship training and innovative pedagogies of mitigating perceived challenges of business start-up capital to university graduates. Papers in Education and Development. Vol.2, pp 161-182

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dc.contributor.authorAllan, Issack Shimba
dc.date.accessioned2020-08-18T10:58:04Z
dc.date.available2020-08-18T10:58:04Z
dc.date.issued2019-11-30
dc.description.abstractThis article presents findings from an experimental research design about entrepreneurship training and innovative pedagogies of mitigating the challenges of university graduates to acquire business start-up capital. The study was motivated by observations that although entrepreneurship training has gained potency in many universities, still many university graduates are not becoming job creators. The experiment involved 800 undergraduate students at the University of Dar es Salaam, from 2016 to 2018, using both quantitative and qualitative data. Findings demonstrate that at the end of the experiment, the innovative pedagogy had positively leveraged the students’ motives to go for self-employment. The findings imply that the use of innovative pedagogies in teaching entrepreneurship can minimise students’ fear of going for self-employment upon graduating. The article contributes in enhancing the theory of innovation, practice of entrepreneurship, jobs creation and informs on policy regarding entrepreneurship training. Keywords: business start-up capital, entrepreneurship training, innovative pedagogies, self-employment, university graduatesen_US
dc.description.sponsorshipNone. The study was self-financed.en_US
dc.identifier.issn0856-4027
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5480
dc.publisherUniversity of Dar es Salaam, School of Educationen_US
dc.subjectBusiness start-up capital, entrepreneurship training, innovative pedagogies, self-employment, university graduates.en_US
dc.titleAllan, I. S. (2019) Entrepreneurship training and innovative pedagogies of mitigating perceived challenges of business start-up capital to university graduates. Papers in Education and Development. Vol.2, pp 161-182en_US
dc.typeJournal Articleen_US
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