Exploring the entrepreneurial intention of students in one Higher Education Institution (HEI)

Abstract

This study was interpretive and qualitatively explored students' entrepreneurial intentions at Rhodes University. It was conducted to understand entrepreneurship among students. Understanding students' entrepreneurship is critical as entrepreneurship is touted as a reasonable response to alleviate the high unemployment in South Africa. The study explored how students became entrepreneurs (or how their entrepreneurship intentions were formed) and the factors that enhanced (enablers and barriers) and inhibited them. The significance of living with and after COVID-19, youth and graduate unemployment alleviation places entrepreneurship development by institutions of higher learning, governments and private sector in the centre of economic recovery. The establishment of the Entrepreneurship Development in Higher Education (EDHE) in 2016, highlights the commitment of the South African government, for Higher Education Institutions (HEI) to engage more in entrepreneurship and do more research to understand how students become entrepreneurs and unravel the challenges. Understanding students' entrepreneurship intentions can facilitate a supportive environment for students entrepreneurship. With "very little research about student entrepreneurship at this university" being the guiding research problem, the aim was to gain insight into the entrepreneurship intention of university students by exploring factors that influence students to become entrepreneurs. The study employed Ajzen's Theory of Planned Behaviour to explore the entrepreneurial intentions of university students in terms of the underlying attitudes, subjective norms, and perceived behavioural control. The students who participated in the study fell into three categories of entrepreneurial intention: (i) Intending to start a business, (ii) starting a business, and (ii) those who were already operating a business. All the participants, irrespective of their stage of entrepreneurial intention, demonstrated a positive attitude and self-efficacy. All participants showed self-efficacy by identifying barriers and taking positive steps to overcome them. The main barriers were access to funding, capital, training, business opportunities with the university and lack of interaction with established entrepreneurs. The results demonstrated the close interplay of attitudes, social norms and perceived behavioural control in students' entrepreneurial intentions. Social recognition of entrepreneurship, social capital, education and role models contributed to positive attitudes, and social norms influenced students' entrepreneurial intentions. A supportive environment was found to be critical for nurturing entrepreneurship intentions. The study recommends a supportive climate cultivated by Rhodes University to promote entrepreneurship. The supportive environment must include the elevation of entrepreneurship in prominent offices of the university, strengthening entrepreneurship societies and interactions with established entrepreneurs, and engagement with the private sector to contribute and promote entrepreneurship among students.