Creating a framework to enhance entrepreneurial education at the bhive Enterprise Development Centre of the North-West University

Abstract

South Africa faces unique challenges with low economic growth linked to a high unemployment rate. Statistics SA reported that women (regardless of the population group) made up a higher percentage compared to men in the Not in Education, Employment or Training (NEET) in quarter four of 2017. Entrepreneurship education can be a very handy tool to assist with job creation, especially for female entrepreneurs. Most South African universities have a form of entrepreneurial training or incubation service. The North-West University (NWU) Vanderbijlpark campus established the bhive Enterprise Development Centre (EDC) in 2013, focussing on female entrepreneurship. Female entrepreneurs face additional challenges such as a lack of confidence and lower education levels. Research previously conducted agrees that it is possible to teach someone to become an entrepreneur. The bhive EDC offers a short course for female entrepreneurs - Enterprising Women Programme (EWP) to assist with the start-up phases of business development. Furthermore, the exponential growth in international popularity of entrepreneurship and entrepreneurial education (EE) over the last ten years has led to the imminent adaptation of the EWP. The primary objective of the study was to create a framework for EE at the bhive EDC of the NWU that is aligned with international best practices and is sustainable and relevant. The research question that guides this study falls into the interpretive paradigm. A qualitative research design is best suitable to address the subjective nature of this research. The research was conducted in three phases. A systematic literature review (SLR) was conducted as part of Phase I to investigate the current best practices in EE. In addition, a document analysis was performed to examine the fundamental requirements for a sustainable EE programme. Furthermore, documents were analysed to examine the current models for entrepreneurship education in both developing and developed countries. During Phase I, open-ended questions were conceptualised for the Phase II individual interviews. Phase III concluded is the development of a framework for EE. Qualitative research focuses on understanding the social experience of the participants' perceptions. Qualitative researchers firmly believe that the surroundings influence human actions. In this study, the qualitative methods are used to establish which sections of the existing EWP have benefited the participants, what gaps the programme does not address currently, and to identify the learning preferences of the participants. Interviews were conducted with previous EWP participants to obtain empirical evidence about the shortcomings and successes of the current EWP. The researcher utilised codes, code groups and smart groups in the data organising, management, and evaluation process. The interviews confirm that new and aspiring entrepreneurs are not content with the traditional classroom-based entrepreneurial training. New entrepreneurs prefer entrepreneurial training customised to fit their specific needs above a one-size-fits-all approach. The creativity training teaches participants how to think outside the box, which positively affects the businesses of the new entrepreneurs. Participants of the EWP indicated that the variety of activities that included teamwork, presentations by the participants and individual assignments made it easier to learn. The participants realised the importance of continuous learning to run and grow their businesses. Participants accentuated the importance of soft skills like time management skills, goals, spiritual intelligence, basic life skills, and a positive attitude. In addition, the brand development training was considered valuable, and the participants found the financial management and customer discovery training topics challenging. The findings of the study provide a framework to enhance EE at the bhive Enterprise Development Centre of the North-West University. According to the literature reviewed, the framework reflects the most important EE components that should be included in EE activities and the important components as identified by the participants of the EWP.