Entrepreneurship Education as A Catalyst for Venture Creation: A Conceptual Model.

Abstract

The study investigates the impact of Entrepreneurship Education (EE) on Venture Creation Intention (VCI) among undergraduate students in Zimbabwe, guided by the Theory of Planned Behavior. Utilizing a stratified random sampling method, the study surveyed a sample of 310 from a population of 1600 Chinhoyi University of Technology students. Data analysis employed regression analysis to determine the relationships between EE components and VCI, revealing that active teaching methods, EE content, and engagement in incubation acceleration services significantly influence VCI. The study emphasizes the importance of integrating experiential learning and industry-aligned curricula within EE frameworks to equip students with essential skills for venture creation. Recommendations advocate for a revised EE model that emphasizes mentorship, real-world applications, and supportive institutional ecosystems. The implications of these findings underscore the urgent need for systemic changes in EE to effectively cultivate entrepreneurial skills and reduce unemployment in Zimbabwe. Future research should adopt longitudinal designs and consider demographic variations to further validate these results. This study contributes to the growing literature on entrepreneurship education and its role in economic development, particularly in contexts facing significant youth unemployment challenges. By addressing the unique barriers within Zimbabwe’s educational landscape, this research lays the groundwork for developing effective entrepreneurial ecosystems that empower students to transition successfully from education to entrepreneurship.