Abstract:
The rapid expansion of universities in Africa necessitates an interrogation of the appropriateness of the training approaches being used. The study investigated the influence of Team Based Learning (TBL) on Entrepreneurial Self-Efficacy (ESE) of university students in Kenya. The measure of TBL was group work, peer review, cooperative learning, collaboration and learning games. The measure of ESE was skills, knowledge, traits, attitude and confidence. The target population was 147 fourth year students specializing in entrepreneurship comprising those from private and public universities in Nairobi and Kiambu Counties out of which 109 respondents were sampled. Data was collected using a structured Likert-type questionnaire which was self-administered. The researcher employed a survey design and multinomial logistic regression was used to analyse data. The findings revealed that TBL contributed positively towards ESE. High levels of ESE accelerate entrepreneurship activities, creativity and innovation resulting in economic growth. It is recommended that peer review mechanism and playing games related to entrepreneurship should be encouraged because they enhance team spirit, good interrelationship and networking which enhance lifelong learning. The study recommends further research to identify suitable TBL games and how they can be integrated in the curriculum.