Abstract:
This study assessed the entrepreneurial content of five Bachelor of Business
Administration (BBA) curricula of a public university in Ghana in order to establish
the effect of pedagogy on BBA students’ entrepreneurial self-efficacy, innovation,
and intentions. The study utilized an expalnatory research design in its analysis.
Purposive sampling was used to select five BBA programme documents for the study.
The study had a target population of 1359 business students from levels 300 and 400.
A sample size of 300 was determined using Cochran’s sample size determination
formula. The sample size was however increased to 500. A simple random sampling
was used to select the respondents while, content analysis was employed to assess the
curricula to ascetain the volume/frequency of entrepreneurial content embedded in the
curricula. Patial Least Square-Structural Equation Modelling was used to ascertain the
effect of pedagogy on students’s entrepreneurial efficacy, innovation, and intentions.
It was discovered that only 6% out of the entrepreneurial content themes is embedded
in the general courses in the first two years of the programmes. It was also discovered
that BBA Marketing programme had the highest frequency of 6 (33.33%)
entrepreneurial themes among the five programmes. Formal lecture was found to be
the most popular among the various teaching techniques used for instruction. It was
also established that pedagogies have a significant positive effect on entrepreneurial
self-efficacy, innovation, and intentions. It is therefore recommended that the
curricula of BBA programmes be revised to increase the frequency of entrepreneurial
content. It is also recommended that the School adopts pedagogies that re-inforce
entrepreneurial self-efficacy and develop entrepreneurial intentions. This study’s
contribution is the discovery of the limited entrepreneurial content in the BBA
curricula and the recommendations made based on the findings.
Description:
A thesis in the Department of Educational Foundation, Faculty of
Educational Studies submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Curriculum and Pedagogic Studies)
in the University of Education, Winneba
