Entrepreneurship Education and Pedagogy
School of Arts and Humanities / School of Science / Centre for People, Place and Planet
The connection between personality traits, entrepreneurship curriculum and entrepreneurial intention has received inadequate research consideration among students in Africa to inform policies and curriculum development. An explanatory cross-sectional survey of 324 Ghanaian university students was assessed in a path analysis to model entrepreneurial intention as a function of personality characteristics, mediated by entrepreneurship curriculum and moderated by teaching methods, while controlling for age, gender and program of study. There were direct significant effects of entrepreneurial attitude, need for achievement and locus of control on entrepreneurial intention. The conditional effect of teaching method on entrepreneurial attitude was also significant. We found evidence of mediated-moderation for entrepreneurial attitude and intention, with no evidence found for locus of control and need for achievement. We have provided empirical evidence to support the ongoing discussion on the effect of personality traits on entrepreneurial intention to guide the development of policy and curriculum on entrepreneurship education. Implications of our study for extant literature on personality traits-entrepreneurship intention nexus, aspiring student entrepreneurs, university managers, entrepreneurship educators and policy decision makers are accentuated.
Supplementary information : https://doi.org/10.1177/2515127420961040
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