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Doctoral Degrees (Entrepreneurship)

Permanent URI for this collectionhttps://hdl.handle.net/10413/15167

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Browsing Doctoral Degrees (Entrepreneurship) by Author "Gamede, Vangeli Wiseman."

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    An assessment of impediments to continuity of family-owned small-and medium-enterprises beyond the first generation: a case of Manicaland in Zimbabwe.
    (2021) Sango, Chidochomoyo Portia.; Gamede, Vangeli Wiseman.
    One of the most important issues of our time is indisputably the lack of continuity of family-owned businesses, which causes the closure of industries and rise in unemployment in Africa and the world as a whole. Understanding the contribution of family run businesses to the Gross Domestic Product of a country and in the reduction of unemployment is a critical piece of this delicate issue. Family firms lead to economic advancement of countries leading to poverty alleviation. The purpose of this study was to ascertain the impediments hindering family-owned businesses from continuing beyond the first generation, a case of Manicaland Zimbabwe. For this study, family-owned businesses in Manicaland Province, Zimbabwe were surveyed and data collected on the impediments hindering these firms continuing beyond the first generation. The study used both quantitative and qualitative approaches to analyse results depending on the specific objective to be answered. Quantitative data was hence analysed using descriptive statistics whilst qualitative findings were transcribed, coded, and analysed using interpretation and thematic approaches which describe interpretations of participants’ views, perceptions, and experiences Practically the results may allow visionaries of family owned businesses, managers, educators, and others to take more informed actions in avoiding the impediments hindering the continuity of these firms after the demise of their founders. Purposive sampling was used. Questionnaires and interviews were used to collect data, and the response rate was 80%. The qualitative data was analysed using the Nvivo method whilst quantitative data was captured in Excel and later imported to SPSS.The results indicated that in as much as family-owned businesses contribute to the economic well-being of a nation, little is being done to train the visionaries in terms of succession so that their businesses continue beyond the first generation owners. Recommendations were made so as to reduce these impediments. A model was propounded for family-owned businesses in Africa to follow, so as to ensure continuity of these firms beyond the first generation.
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    Expanding entrepreneurship education to boost students' innovation in South African universities.
    (2024) Mtshali, Thabo Wonder.; Gamede, Vangeli Wiseman.; Mashau, Pfano.
    The COVID-19 pandemic caused strain on businesses, some have suffered resulting in downsizing staff or closing permanently. The South African unemployment rate currently is at 32.9%. The labour market in South Africa is struggling to create opportunities and failing to counteract unemployment with relevant skills. The pandemic resulted in more people losing jobs which then contributed to the increase in unemployment. The country should reduce poverty by developing innovative entrepreneurs at a tertiary level. These difficulties indicate that people are facing challenges in getting decent jobs due to a lack of skills. Universities have a responsibility to operate entrepreneurially since they are affected by the reduction of public funds, educational market competence, and economic and social changes. Hence, the study focus is expanding entrepreneurship education in South African universities to strengthen the economy and create job opportunities in the country. Entrepreneurship education plays a significant role in educating people about business development and reducing poverty while creating job opportunities using innovation. The aim is to expand university entrepreneurship education by adding entrepreneurship education across all qualifications to help students develop entrepreneurial intention and a positive mindset towards business start-ups. The research focuses on the University of KwaZulu-Natal and the University of Zululand, both located in KwaZulu-Natal Province. The research followed a mixed method. Qualitative data were collected using interviews with academic staff and were analysed using NVIVO thematic analysis programmes. The quantitative data were collected using questionnaires on students and were analysed using SPSS's latest version. The sample size was made up of 371 students and 4 academic staff from the University of KwaZulu-Natal, and 348 students and 4 academic staff from the University of Zululand. The researcher got a 99.3 percent response rate from students and staff from both universities. The findings obtained reveal that expanding entrepreneurship education can help stimulate an entrepreneurial mindset and innovation in students. More than 88% of students agree that adding entrepreneurship education to the curriculum will help them stimulate an entrepreneurial mindset. However, students said, “universities do not have adequate infrastructure to support innovation and entrepreneurship education”. Academic staff members believe that higher education must have an active role in introducing and promoting entrepreneurship education because they have strong guiding policies and ideas but unsatisfactory implementation strategies. The research could help develop a curriculum that will stimulate an entrepreneurial mindset in students while exposing the university to industry and other external sponsors. The entrepreneurial spirit needs to be revived amongst students by restructuring various degrees, enhancing entrepreneurial thinking, developing student entrepreneurship programmes, and supporting venture creation. The study recommends expanding entrepreneurship education to give students more career options and employment opportunities. This could give students equal business opportunities and teach students that entrepreneurship can be taken as a career.
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    Psychosocial determinants of entrepreneurial readiness: the role of TVET institutions in Nigeria.
    (2021) Adeniyi, Adeshina Olushola.; Gamede, Vangeli Wiseman.; Derera, Evelyn.
    Scholarly works in recent times have made substantial efforts to identify that aspects of entrepreneurship that can stimulate entrepreneurial readiness for venture creation. Perhaps some of the most investigated subjects are personality traits, education, and social values. Previous studies on the need for entrepreneurial skills have established a disparity between the curriculum, pedagogical methods and the required skills for business creation. As a result, identifying the determinants of entrepreneurial readiness is of utmost necessity considering the increasing rate of youth unemployment in Nigeria. This current study aimed at determining psychosocial factors of entrepreneurial readiness by examining the influence of entrepreneurship education (EE), entrepreneurial self-efficacy (ESE) and individual entrepreneurial orientation (IEO) on entrepreneurial readiness. This research study was sustained by the pragmatism philosophical paradigm. Case study research design was employed, and the mixed method approach was used in the collection of data for the purpose of triangulation of results. Through the use of triangulation technique, questionnaires were administered to a sample of 301 exit level students of three selected Technical Vocational Education and Training (TVET) institutions in South-West Nigeria, using convenience sampling strategy. A response rate of 96% from the students was achieved. With the adoption of purposive sampling technique, nine entrepreneurship teachers were selected for in-depth interviews from the three selected TVET institutions. Eight of the respondents granted the interviews, which was 88% response rate. Thematic analysis of the qualitative data was achieved through the use of NVivo 12 software. SPSS version 25 was used in analysing the quantitative data. Descriptive and inferential statistics which include, Pearson’s correlation and regression analyses of the quantitative data were conducted to achieved the research objectives. Three hypotheses were formulated to test the conceptual model through multiple regression analysis. A significant association was found between EE and entrepreneurial readiness. ESE searching, planning and implementing were found to be significantly associated with entrepreneurial readiness, but ESE marshalling has no significant association with entrepreneurial readiness. IEO as a whole showed significant association with entrepreneurial readiness, while risk-taking propensity was non-significant with entrepreneurial readiness. The study established that the exit level students lack the skills to gather economic or business resources towards starting a business. The study also revealed that entrepreneurship curriculum at the selected TVET institutions lacks practical approach. There is no evidence in literature that attempts a mixed method approach to determine psychosocial factors of students’ entrepreneurial readiness in the context of TVET institutions in Nigeria. The outcome of this study revealed that EE, ESE and IEO are psychosocial determinants of entrepreneurial readiness.