The development of students’ entrepreneurial intentions at a TVET college

Abstract

The current entrepreneurship Technical and Vocational Education and Training (TVET) curriculum does not appear to be adequately suited to developing in students the entrepreneurial knowledge, skills, values and attitudes needed for meaningful change. This study aims to explore the ways in which students’ entrepreneurial intentions are developed at one TVET College. This qualitative study is informed by an interpretive paradigm and uses a case study research design to gain concrete, contextual, in-depth knowledge about the social phenomenon investigated. I collected primary data using semi-structured interviews and focus groups. A sample of thirty students (n=30), which was half of the students completing their final semester of business management programme was selected. In addition, I also identified five (n=5) lecturers out of eight (n= 8) lecturers employed in the department. This is a purposive sampling made up of people who are inclined to speak up and share ideas comfortably. As a researcher, I had previously observed both the lecturers and students who are generally comfortable in sharing their ideas during departmental meetings, informal discussions and question and answer sessions in class. The findings revealed that the majority of these students had a favourable attitude toward the entrepreneurship programme given at the college, how it was being delivered, and towards entrepreneurship in general based on the positive feelings expressed by these sampled students. This optimistic outlook was credited to the instructors' teaching methods as well as their opinions on the curriculum's subject matter.