Curriculum and Pedagogic effect on students entrepreneurial intentions A study of undergraduate business programmes of a public university in Ghana.

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.