Practical pedagogical approaches for enhancing entrepreneurship education curriculum and graduate entrepreneur development in South African’s higher education
DOI:
https://doi.org/10.18623/rvd.v23.n4.4605Keywords:
Entrepreneurship Education, Practical Pedagogy, Theory-Practice Integration, Mentorship, Work-Integrated LearningAbstract
This study explores how practical pedagogy can catalyse the alignment of entrepreneurship education with the development of graduate entrepreneurs in South African higher education. Despite prioritising entrepreneurship education to address unemployment and economic challenges, the current curriculum remains predominantly theoretical, limiting graduates’ ability to translate knowledge into venture creation. Drawing on literature and empirical evidence, the study emphasises the integration of theory-based and action-oriented learning, mentorship, and work-integrated programs as essential components for fostering entrepreneurial intention and competencies. Using a qualitative approach, data were collected through focus group interviews with 60 students from two universities in the Western Cape and analysed using Atlas.ti. Findings reveal significant gaps in pedagogical strategies, including the absence of practical frameworks, experiential learning, mentorship, and industrial exposure, which collectively hinder entrepreneurial development. The study recommends restructuring entrepreneurship pedagogy to incorporate interactive, student-centred approaches that combine conceptual knowledge with hands-on experiences, supported by mentorship and work-integrated learning. These interventions are critical for cultivating entrepreneurial mindsets and equipping graduates to pursue entrepreneurship as a viable career path.
Keywords: Entrepreneurship education, practical pedagogy, theory-practice integration, mentorship, work-integrated learning.
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