Bridging the intent-action gap: A multi-dimensional evaluation of entrepreneurship education curricula in South African universities

Graduate unemployment in South Africa has reached critical thresholds, elevating the strategic importance of self-employment and entrepreneurial capability. Grounded in the Theory of Planned Behavior (TPB), this study evaluates the perceived efficacy of Entrepreneurship Education (EE) curricula across four public universities in KwaZulu-Natal (DUT, MUT, UNIZULU, UKZN). Because student perceptions rather than venture survival were evaluated, the research examines an intention–perceived capability gap. Data collected from 136 final-year Business and Administration students were analyzed using Principal Component Analysis, Chi-square tests of independence, and scale reliability testing. The empirical findings reveal a significant perception–capability divide: while 85.1% of students demonstrate favorable entrepreneurial attitudes and theoretical comprehension, only 61.8% feel the curriculum provides adequate practical exposure. Perceived Behavioral Control (PBC) and risk-taking efficacy are substantially constrained by deficits in industrial linkages (60.3%) and digital simulation infrastructure. To reposition higher education institutions as dynamic drivers within the regional entrepreneurial ecosystem, the study proposes the Integrated Experiential-Effectual (IEE) Model. This strategic framework restructures curricula around experiential micro-ventures, formalized 'Entrepreneurs-in-Residence', Industry 4.0 digital simulations, and effectual decision-making to enhance graduate venture sustainability.