Abstract:
This study explores the potential for enhancing venture creation through the development of a model for effective entrepreneurship education (EE) in Zimbabwe's higher education institutions. While previous research has addressed this topic, few studies have specifically focused on modeling EE for venture creation in Zimbabwe. Empirical evidence indicates a positive correlation between entrepreneurship education and venture creation; however, the situation in Zimbabwe presents challenges. Despite a significant number of entrepreneurship education graduates each year, the venture creation rate remains disappointingly low. This study aimed to examine the impact of various factors, including teaching methods, content, assessment methods, and the role of innovation and incubation centers on venture creation. Guided by pragmatism philosophy and drawing on Experiential Learning Theory and Social Cognitive Career Theory, the research utilized a survey design, the research involved stratified random sampling to classify participants from eight faculties. A total of 342 graduates from the Chinhoyi University of Technology (CUT) were selected from a target population of 2,350. Additionally, qualitative data were gathered through interviews with nine lecturers to gain deeper insights into the effectiveness of entrepreneurship education. Data were analyzed using SPSS version 22, employing correlation and regression analyses to assess the relationships between independent variables and venture creation intentions. The findings confirm that teaching methods and entrepreneurship education content and incubation centers positively influence venture creation whilst assessment method and perceptions were found to have no significant impact on venture creation intention. Based on these results, the study recommends integrating business-related courses into the curriculum, overhauling teaching methods to emphasize experiential learning, and enhancing the support provided by incubation centers to promote business startups. Future research should examine multi-stakeholder dynamics including parental influence and industry partnerships, expand to multi-institutional analysis across Zimbabwean universities, and investigate contextual uniqueness of entrepreneurship education in resource constrained economies.
