Key points are not available for this paper at this time.
The paper reports on the impact of the Entrepreneurship Education module on the employment of graduates of a selected South African university. Despite the module’s theoretical value, it has been noticed from 2022-2024 convocation records that some graduates struggle to access employment in job markets. An interpretivist research design was adopted. The case study research design was also employed. A qualitative research approach was used. After all necessary ethical measures were undertaken, semi-structured interviews were conducted face-to-face with six purposefully sampled unemployed graduates of the 2022-2024 academic years. It emerged that content knowledge and digital skills gaps in the curriculum offered and acquired by them in their pre-service teacher education programme, especially in areas such as design thinking, impact on their graduate attributes. It surfaced that there is a lack of entrepreneurial centers to support real-world applications. These limitations hinder graduates’ ability to start and sustain entrepreneurial ventures. It is recommended that the Entrepreneurship Education module content be revisited and reviewed to empower students with the necessary knowledge, practical entrepreneurial and digital skills. It is also recommended that establishing incubation centers could mitigate the lack of entrepreneurial skills. It is further recommended that strengthening university-industry partnerships through subjecting the students to work-integrated learning is critical to better prepare them to sustain themselves while they are unemployed.
Kulati et al. (Wed,) studied this question.