Wimbayi Chasaya, Maxwell A. Phiri
Abstract
Entrepreneurship education has been identified across literature as a significant determinant of entrepreneurial intentions. However, formal or classroom entrepreneurship education is insufficient to effectively influence students’ entrepreneurship intentions. Ratten and Usmanij (2021) argued that entrepreneurship education is highly dependant on experience-based learning and industry connections. It is therefore probable that extra-curricular entrepreneurship activities enhance students’ entrepreneurial intentions. Furthermore, the South African Entrepreneurial Framework Conditions of access to finance, government entrepreneurial programmes and government policies, support and relevance scored below 5 in a 2021 survey, therefore, there is need to research and implement corrective strategies. This study sought to investigate the influence of extra-curricular entrepreneurship activities, government support and gender on students’ entrepreneurial intentions. The study adopted a cross-sectional quantitative research approach. Data was collected from 197 undergraduate entrepreneurship students from two public universities in Durban, South Africa. The findings revealed that extra-curricular entrepreneurship programmes and government support have a significant positive influence on students’ entrepreneurial intentions. The researchers recommend the integration of formal entrepreneurship education with seminars, conferences, guest speakers and industry networks. Furthermore, governments should intensify entrepreneurship support programmes for young people, conduct awareness campaigns and establish strong networks with higher education institutions.