Educational Research

Educational Research (ISSN:2141-5161) Vol. 2(7), pp. 1306-1311  July 2011         
Copyright © 2011 International Research Journals

 

Full Length Research Paper

Entrepreneurship education lessons: a case of Zimbabwean tertiary education institution 

Fungai N. Mauchi1*, Roseline T. Karambakuwa2, Rumbidzai N. Gopo3, Njanike Kosmas4, Silas Mangwende5 and Fungai B. Gombarume6

 

1*/4Banking and Finance Department, Bindura University of Science Education, Zimbabwe.

2Economics Department, Bindura University of Science Education, Zimbabwe.

3Intelligence and Security Department, Bindura University of Science Education, Zimbabwe.

5Management Department, Women’s University in Africa, Zimbabwe.

6Intelligence and Security Department, Bindura University of Science Education, Zimbabwe.

*Corresponding author email: fnmauchi@yahoo.com

Received 12 April, 2011; Accepted 03 June, 2011

Abstract

The paper aims to determine the extent to which entrepreneurship education has spread in Zimbabwean tertiary institutions, examine the most common teaching and assessment methods currently in use in tertiary institutions in Zimbabwe and to come up with suggestions  for  improving entrepreneurship education to ensure creativeness and innovation in graduates.Descriptive survey design was used to come up with nine institutions drawn from higher education institutions in Zimbabwe. Academics involved in entrepreneurship teaching and research were targeted as respondents of this investigation. Research findings revealed that the traditional lecturing is the most basic tool of teaching used and examination is the main assessment method used by tertiary institutions. Entrepreneurship education is restricted to some students especially from business departments. Entrepreneurship lecturers, have little or no practical experience in running their own businesses. There is lack of support from higher education institutions administration and government as there is no budget for entrepreneurship education hence, no resources to train students effectively. From the findings, it was concluded that entrepreneurship education is limited in scope and is still in the early stages of development. Zimbabwean tertiary institutions still predominantly adhere to traditional teacher- centered methods of delivery and assessment.

 

Keywords: Entrepreneurship, higher education, economic growth, Zimbabwe.

 

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