Perceptions on the role of practical and simulated learning in promoting successful entrepreneurship
Practical work-based learning (WBL) or simulated learning has been widely recognized as essential for developing desirable cognitive and behavioral qualities among university learners. Despite this recognition, most practical and simulated learning experiences have been directed to facilitate learne...
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LLC "CPC "Business Perspectives"
2021
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oai:doaj.org-article:4f60aa022fc54eadb17ee1e7eb4abba12021-11-22T09:41:11ZPerceptions on the role of practical and simulated learning in promoting successful entrepreneurship10.21511/kpm.05(1).2021.032543-55072616-3829https://doaj.org/article/4f60aa022fc54eadb17ee1e7eb4abba12021-11-01T00:00:00Zhttps://www.businessperspectives.org/images/pdf/applications/publishing/templates/article/assets/15837/KPM_2021_01_Lose.pdfhttps://doaj.org/toc/2543-5507https://doaj.org/toc/2616-3829Practical work-based learning (WBL) or simulated learning has been widely recognized as essential for developing desirable cognitive and behavioral qualities among university learners. Despite this recognition, most practical and simulated learning experiences have been directed to facilitate learners’ employability rather than to promote entrepreneurship. The study aimed to examine the perception of students on the usage of WBL to foster entrepreneurial intention at higher education institutions in South Africa. The study employed mixed research methods. The results show that opportunity recognition, desire to exploit entrepreneurial opportunities, increasing knowledge and skills, desire to be involved in starting a business, desire to own or manage a new business, desire to own or manage an old business, attitude towards entrepreneurship, motivation to be an entrepreneur, and fascination with entrepreneurship were key impacts of WBL among entrepreneurship students. Friedman test was carried out to compare the mean ranks of the nine impacts and test whether there were any significant differences in agreeableness to their impact. The test result was significant, and Kendall’s coefficient of concordance of 0.023 indicated no significant differences among the nine impact factors, which are not different in their strength as a key result of WBL. The study recommends the adoption of WBL strategies in entrepreneurial programs at universities.Thobekani LoseLLC "CPC "Business Perspectives"articleFriedman testhigher educationSouth Africastudentswork-based learningBusinessHF5001-6182Social sciences (General)H1-99ENKnowledge & Performance Management, Vol 5, Iss 1, Pp 29-37 (2021) |
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DOAJ |
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DOAJ |
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EN |
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Friedman test higher education South Africa students work-based learning Business HF5001-6182 Social sciences (General) H1-99 |
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Friedman test higher education South Africa students work-based learning Business HF5001-6182 Social sciences (General) H1-99 Thobekani Lose Perceptions on the role of practical and simulated learning in promoting successful entrepreneurship |
| description |
Practical work-based learning (WBL) or simulated learning has been widely recognized as essential for developing desirable cognitive and behavioral qualities among university learners. Despite this recognition, most practical and simulated learning experiences have been directed to facilitate learners’ employability rather than to promote entrepreneurship. The study aimed to examine the perception of students on the usage of WBL to foster entrepreneurial intention at higher education institutions in South Africa. The study employed mixed research methods. The results show that opportunity recognition, desire to exploit entrepreneurial opportunities, increasing knowledge and skills, desire to be involved in starting a business, desire to own or manage a new business, desire to own or manage an old business, attitude towards entrepreneurship, motivation to be an entrepreneur, and fascination with entrepreneurship were key impacts of WBL among entrepreneurship students. Friedman test was carried out to compare the mean ranks of the nine impacts and test whether there were any significant differences in agreeableness to their impact. The test result was significant, and Kendall’s coefficient of concordance of 0.023 indicated no significant differences among the nine impact factors, which are not different in their strength as a key result of WBL. The study recommends the adoption of WBL strategies in entrepreneurial programs at universities. |
| format |
article |
| author |
Thobekani Lose |
| author_facet |
Thobekani Lose |
| author_sort |
Thobekani Lose |
| title |
Perceptions on the role of practical and simulated learning in promoting successful entrepreneurship |
| title_short |
Perceptions on the role of practical and simulated learning in promoting successful entrepreneurship |
| title_full |
Perceptions on the role of practical and simulated learning in promoting successful entrepreneurship |
| title_fullStr |
Perceptions on the role of practical and simulated learning in promoting successful entrepreneurship |
| title_full_unstemmed |
Perceptions on the role of practical and simulated learning in promoting successful entrepreneurship |
| title_sort |
perceptions on the role of practical and simulated learning in promoting successful entrepreneurship |
| publisher |
LLC "CPC "Business Perspectives" |
| publishDate |
2021 |
| url |
https://doaj.org/article/4f60aa022fc54eadb17ee1e7eb4abba1 |
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AT thobekanilose perceptionsontheroleofpracticalandsimulatedlearninginpromotingsuccessfulentrepreneurship |
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