The Impact of Entrepreneurship Education on developing Entrepreneurial Graduates: A comparative study of similar Nigerian and UK Higher Education Institutions

There is a growing interest in understanding the impact of entrepreneurship education (EE) provision across Higher Education Institutions (HEIs) in both UK and Nigeria. This study provides further insight on the impact of EE on developing students who eventually become graduates after leaving UK and Nigerian HEIs. The significance of an impact study during provision and a comparison across a developed (UK) and a developing (Nigeria) country allows for a better understanding and a more precise contribution to knowledge. This study is premised on entrepreneurship education programmes in universities having an impact on students who eventually become entrepreneurial graduates. This study addresses key questions related to the ‘impact’ study of EE in HEIs by investigating stakeholders’ influence; students’ expectations and perceptions; the influence and appropriateness of assessment methods; and the development of students’ entrepreneurial capital. This study encompasses a comparative study of 2 countries and is addressed from a developed and developing perspective, with similar HEIs compared, and interview data obtained for qualitative study. It makes use of three (3) carefully selected institutions from each country (UK and Nigeria), with four (4) stakeholders each interviewed in each HEI. These stakeholders were directors, lecturers and students who had dealings with entrepreneurship in their respective HEIs. Students were interviewed at the start, towards the end of their courses and at the end of their courses. Interviews conducted allowed for rich data to be obtained to meet the study objectives. Findings from this study confirmed that stakeholders, especially education policy makers, university authorities, and lecturers had the most influence on the design and content of EE provision in both Nigeria and UK HEIs. Regarding students’ expectations and perceptions, it was observed that students in UK had higher expectations at the start due to prior knowledge, unlike the Nigerian students whose expectations were shaped after attending the first few lessons. Although, students across both countries had positive perceptions of provisions at the end of engaging with EE; they felt more should be done concerning the provision of additional experiential opportunities, and the quality time allotted to it. Considering the appropriateness of assessment methods, students across both countries felt EE, especially when it involved venture creation, should have more mark weightings and more formative support. However, lecturers and directors defended the status quo of assessment due to offerings being linked to degrees that are standardised and approved for a standard provision. In relation to entrepreneurial capital, it was observed across both countries that students’ self-efficacy had improved, along with their knowledge and social capital. This study contributes to the body of knowledge in EE, specifically providing insight into its impact by capturing students’ perceptions, knowledge gained and developed; and providing recommendations on how to better disseminate information across the board, deliver provisions, and provide support across the board. As a comparative study, it also allows for lessons to be learnt from a developed country and a developing country’s context