Experiential pedagogy and its links to innovative entrepreneurship: evaluating compulsory entrepreneurship education in Nigeria

Udeozor, Victor Chukwuemeke (2020) Experiential pedagogy and its links to innovative entrepreneurship: evaluating compulsory entrepreneurship education in Nigeria. PhD thesis, University of Nottingham.

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Abstract

As yet, knowledge of how entrepreneurship education influences innovative entrepreneurs is limited. Examination of extant knowledge on innovative entrepreneurship reveals two specific critical aspects. First, the effect of contextual factors on the innovative intentions is fragmented and evidence from a resource constraint environment is sparse. Besides resource constraint, contextual factors of interest here include whether an entrepreneurship course is compulsory, or whether a university is public or private. Second, the role of experiential pedagogy in the development of innovative capabilities is not fully understood. Even if we accept as valid the utility of experiential pedagogy regarding innovation capabilities, what constitutes experiential pedagogy is not commonly agreed upon. The main objective of this thesis, therefore, is to explore experiential pedagogy and its links to innovative entrepreneurship in a resource constrained environment.

Three articles have been developed to address this objective. Article 1, examines the links between experiential pedagogy and innovative entrepreneurship. This article is based on a qualitative research approach and uses a single case-study of a private university. The findings are a set of propositions stating that experiential pedagogical methods will raise innovative aspirations and that the stronger the experiential pedagogy, the stronger the impact on innovative aspirations. The propositions in Article 1 are the basis for the hypotheses in Article 2.

Article 2 uses a quantitative research approach and a pretest-posttest research design to examine the impact of compulsory entrepreneurship courses and the effects of experiential pedagogy —constructed as out-of-class experiences and engaged-faculty — on innovative intentions and entrepreneurial intentions across public and private universities. The results indicate that (a) out-of-class experience significantly increases intentions to innovate; (b) behavioral control mediates the relationship between out-of-class experiences and changes in intention to innovate; (c) university type – public or private – has no direct significant effect on the students' intention to innovate.

Building on the findings of Articles 1 and 2, Article 3 presents a pedagogy typology that is grounded on experiential learning theory.

This thesis makes two novel theoretical contributions: a) it contributes to entrepreneurship education theory by providing evidence of the decisive role of experiential pedagogy in the development of innovative intentions which is a precursor to innovative entrepreneurship. Specifically, it contributes to the field of innovative entrepreneurship with the knowledge that perceived behavioral control is an important precursor of innovative intention which is a predictor of innovative entrepreneurship; b) by proposing a novel pedagogy typology, the thesis contributes to the understanding of the nuanced effects of pedagogy in entrepreneurship education. Finally, the thesis has practical implications for policymakers and entrepreneurship educators.

Item Type: Thesis (University of Nottingham only) (PhD)
Supervisors: Mosey, Simon
Greenman, Andrew
Keywords: innovative entrepreneurship, intention, pedagogy typology, experiential learning, mixed methods research, education policy.
Subjects: B Philosophy. Psychology. Religion > BF Psychology
H Social sciences > HB Economic theory
Faculties/Schools: UK Campuses > Faculty of Social Sciences, Law and Education > Nottingham University Business School
Item ID: 60782
Depositing User: Udeozor, Victor
Date Deposited: 07 May 2021 08:41
Last Modified: 07 May 2021 08:45
URI: http://eprints.nottingham.ac.uk/id/eprint/60782

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