Moderating Effect of Learning Context on Training Approach and Entrepreneurial Self-Efficacy of Students in Kenya Universities.

Abstract

The proliferation of universities in Africa calls for an investigation on the suitability of the prevailing learning context to determine their effectiveness in promoting sustainable development. The study investigated how conducive student-centered learning environment, contemporary issues, availability of incubators, adequate learning facilities and suitable guest speakers contributed to development of Entrepreneurial Self-Efficacy (ESE). The target population comprised of 147 fourth year entrepreneurship students drawn from both public and private universities in Nairobi and Kiambu Counties of which 109 were sampled. A Likert-type self-administered, structured questionnaire was used to collect data. The study employed a survey design. Multinomial logistic regression analysed respondents’ perception of learning context on their ESE. Moderated multiple regression was used to test the hypothesis about the moderating effect of learning context on entrepreneurship education pedagogy and ESE. Comparative analysis of the influence of learning context on ESE between public and private universities was then done. The findings revealed that student-centered learning environment, contemporary issues and adequate learning facilities generated positive and significant effects on the ESE. The appropriate learning context should therefore be put in place to development suitable skills, knowledge, traits, attitude and competence not only for employability, but also for enhancing graduates to engage in entrepreneurial activities and develop entrepreneurship culture. This will promote creativity and innovation which leads to job creation, engagement of graduates in productive activities, competitive advantage and sustainable economic growth and development. However, the effect of incubators and guest speakers were not found to be statistically significant. The study concluded that the appropriate learning context contributed to development of ESE. It is recommended that universities offering entrepreneurship education should provide adequate resources and identify the right mentors for students. Further research should be carried out to determine how incubators influence ESE and the suitability of role models and industry players in mentorship.