Entrepreneurial Pedagogy and Self-efficacy of Selected Nigerian Undergraduates: Assessing the Mediating Role of Entrepreneurial Orientation

Abstract

Introduction: The nexus between education and entrepreneurship has garnered increasing attention, particularly in the context of developing economies striving for sustainable industrialization. This study delves into the intricate dynamics of entrepreneurial pedagogy, self-efficacy and entrepreneurial orientation within the ambit of Nigerian universities. As entrepreneurship continues to play a pivotal role in fostering economic growth and innovation, understanding the mechanisms through which educational practices shape entrepreneurial attitudes become imperative.

Objectives: Investigate and assess five distinct pedagogical approaches employed in the Nigerian universities, with specific focus on four Agri based institutions, to understand how they contribute to the level of self-efficacy among undergraduate students. Also, examine the entrepreneurial orientation cultivated among students and its role in mediating the relationship between entrepreneurial pedagogy and self-efficacy.

Methods: Utilizing a unique questionnaire administered to a sample of 311 undergraduate students, the study employs Structural Equation Model as a robust analytical tool, the overall hypothesis posits that specific pedagogical approaches, such as problem-based, experiential, and practice-firm methods, have a significant effect on students' perceptions of their own entrepreneurial efficacy.

Results: Result indicate that problem based, experiential and practice-firm pedagogical approaches significantly impacts student’s entrepreneurial self-efficacy. Furthermore, the study unveils a notable partial The association between entrepreneurial pedagogy and self-efficacy is mediated by entrepreneurial orientation. among undergraduate students. These findings shed light on the pivotal role of pedagogy and entrepreneurial orientation in shaping entrepreneurial self-efficacy, thereby enhancing entrepreneurial intentions in the context of Agric-based universities in Nigeria.  

Conclusions: This investigation holds implications not only for academia but also for policymakers and educators seeking to cultivate a vibrant entrepreneurial ecosystem within the educational landscape. The findings are expected to offer practical insight into how innovative and interactive teaching methods can be leveraged to enhance students’ entrepreneurial intentions by fortifying their self-efficacy. Particularly in agricultural domain, harnessing the potential of entrepreneurial education becomes a strategic imperative.