PROJECT FINAL

ACCRA TECHNICAL UNIVERSITY
IMPACT OF ENTREPRENEURSHIP EDUCATION ON GRADUATE’S

SELF-EFFICACY IN GHANA
By
RHODA NAA AKU ACQUAYE

(01221172B)
RESEARCH PROJECT REPORT/ THESIS Submitted to the
DEPARTMENT OF PUBLIC ADMINISTRATION & MANAGEMENT
FACULTY OF BUSINESS
In Partial Fulfillment of the Requirements for the
AWARD OF BACHELOR OF TECHNOLOGY (BTECH) DEGREE
In
SECRETARIALSHIP
SEPTEMBER, 2024
DECLARATION BY STUDENT
This project is submitted as part of fulfillment for the award of a Bachelor of Technology in
Secretarialship: The work is a result of my investigation. All section of the text and results
which have been obtained from other works / sources are fully referenced. I understand that
cheating and plagiarism constitute a breach of Accra Technical University and will be dealt with
accordingly.
SIGNATURE…………………………. DATE………………………………
NAME: RHODA NAA AKU ACQUAYE
INDEX NUMBER: 01221172B
i
DECLARATION BY SUPERVISOR
I hereby confirm that the above student is a Bachelor of Technology Student in the
Department of Public Administration and Management under my academic and research
supervision in accordance to the requirements in Accra Technical University. The student is
currently in her final year of study and is expected to complete her study in 2024.
.………………………………… ……………………………..
DR. MRS. EMILIA OHENE-AFIYIE DATE
(SUPERVISOR)
ii
DEDICATION
I dedicate this project work to the Most High God, my lovely parents, my husband, my siblings,
my children, my friends and all my lecturers for their support and assistance throughout my
training.
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ACKNOWLEDGEMENT
I take this opportunity to thank the Almighty God for His faithfulness throughout this project.
Special thanks to my Supervisor Dr. Mrs. Emilia Ohene-Afriyie for her guidance, illuminating
insights and support throughout the period of this study.
To everyone who assisted me in one way or the other during this project, I say God bless you.
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ABSTRACT
This thesis investigates the impact of entrepreneurship education on graduates' self-efficacy in

Ghana, focusing on how such education influences entrepreneurial intentions and self-efficacy,
with a particular emphasis on potential gender differences. The research addresses three key
objectives: (1) to assess the relationship between entrepreneurship education and graduates'
entrepreneurial intentions, (2) to examine the influence of entrepreneurship education on
graduates' self-efficacy, specifically through vicarious experience and social persuasion, and (3)
to explore potential gender differences in self-efficacy outcomes among graduates. Employing a
quantitative research approach, the study collected data through a structured questionnaire
administered to 200 graduates from four universities in Accra—Accra Technical University,
University of Ghana City Campus, African University College of Communications (A.U.C.C),
and University of Media Arts and Communication (UniMAC) GIJ Campus. Convenience
sampling was used to select participants, with each university contributing 50 respondents.
The findings indicate that 51.0% of participants had access to entrepreneurship courses, and
58.0% had participated in entrepreneurship education programs. The study revealed mixed
results regarding self-efficacy; while 23.5% of respondents reported increased confidence in their
entrepreneurial abilities, 20.5% did not. Gender differences were observed, with 35.0% of
respondents identifying variations in educational outcomes between male and female graduates.
In conclusion, while entrepreneurship education positively influences graduates' self-efficacy and
entrepreneurial intentions, the impact is uneven across individuals. The presence of gender
differences suggests a need for more tailored and inclusive educational approaches. Overall,
while entrepreneurship education enhances skills and confidence, improvements are necessary to
better address the diverse needs of graduates.
Keywords: Entrepreneurship Education, Self-Efficacy, Entrepreneurial Intentions, Gender

Differences, Ghana.
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TABLE OF CONTENT
CONTENT PAGES
DECLARATION i
DECLARATION BY SUPERVISOR ii
DEDICATION iii
ACKNOWLEDGEMENT iv
ABSTRACT v
TABLE OF CONTENT vi
LIST OF FIGURES x
LIST OF TABLES x
DECLARATION BY SUPERVISOR.........................................................................................................ii
DEDICATION............................................................................................................................................iii
CHAPTER ONE..........................................................................................................................................9
INTRODUCTION.......................................................................................................................................9
1.1 BACKGROUND OF THE STUDY..................................................................................................9
1.3 OBJECTIVES OF THE STUDY.....................................................................................................11
1.4 RESEARCH QUESTIONS.............................................................................................................11
1.5 SIGNIFICANCE OF THE STUDY.................................................................................................12
1.6 ORGANIZATION OF THE STUDY..............................................................................................12
CHAPTER THREE...................................................................................................................................20
RESEARCH METHODOLOGY..............................................................................................................20
3.1 INTRODUCTION...........................................................................................................................20
3.2 RESEARCH DESIGN.....................................................................................................................20
3.4 POPULATION OF THE STUDY...................................................................................................21
3.5 SAMPLING TECHNIQUE AND SAMPLING SIZE.....................................................................21
3.6.1.1 Primary data sources...................................................................................................................23
3.7 ETHICAL CONSIDERATION.......................................................................................................23
3.8 DATA ANALYSIS.........................................................................................................................23
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CHAPTER FOUR.....................................................................................................................................25
FINDINGS AND DISCUSSIONS............................................................................................................25
4.0 INTRODUCTION...........................................................................................................................25
4.1 DEMOGRAPHIC INFORMATION OF RESPONDENTS.............................................................25
4.3 ENTREPRENEURIAL INTENTIONS...........................................................................................34
4.5 GENDER DIFFERENCES IN SELF-EFFICACY..........................................................................35
CHAPTER FIVE.......................................................................................................................................37
SUMMARY, CONCLUSION, AND RECOMMENDATIONS................................................................37
5.1 INTRODUCTION...........................................................................................................................37
5.2 SUMMARY OF FINDINGS...........................................................................................................37
5.3 CONCLUSION...............................................................................................................................38
5.4 RECOMMENDATIONS.................................................................................................................39
5.4 RECOMMENDATIONS FOR FUTURE STUDY..........................................................................40
QUESTIONNAIRE...............................................................................................................................47
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LIST OF TABLES
Table 4.1 Demographic Information of Respondents……………………………………………25

Table 4.2 Entrepreneurship Course Available…………………………………...………………26
Table 4.3 Should Enrol Course……………………………….…………………………………27
Table 4.4 Participated in Entrepreneurship Education Program…………………………………27
Table 4.5 Engaged in Entrepreneurial Activity………………………………….………………28
Table 4.6 Quality of Entrepreneurship Education…………………………………………….…29
Table 4.7 Confidence in Starting and Managing a Business………………..………………….30

Table 4.8 Encouragement to Develop Creative Business Ideas……………………….………30
Table 4.9 Knowledge About Business and Technical Skills……………………….…….……31
Table 4.10 Development of Self-Efficacy………………………………………………..……31
Table 4.10 Impact of Discussions and Group Activities………………………………………32
Table 4.11 Learning Experiences of Successful Entrepreneurs…………………………..……32
Table 4.12 Interacting with Successful Entrepreneurs or Mentors………………………………33
Table 4.13 Entrepreneurial Intentions……………………………………………………………34
Table 4.13 Gender Differences in Self-Efficacy…………………………………………………35
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CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY

Entrepreneurship education has received considerable attention in recent years as a means of
promoting innovation, economic growth, and self-employment (Mkulu & Bosco, 2022; Wang &
Ding, 2023; Wang et al., 2022). Given the rapidly changing landscape of the global economy,
there is increasing recognition of the importance of fostering an entrepreneurial spirit in
individuals, particularly in the context of higher education (Kumar, 2022). As graduates enter a
competitive job market, the ability to think innovatively, take initiatives, and cope with
uncertainty becomes crucial (Li & Pu, 2023; Zhang, 2020).
Entrepreneurship education is a multifaceted approach that goes beyond the traditional

entrepreneurial curriculum. It encompasses a variety of skills and competencies, including
creativity, problem-solving, risk-taking, and resilience (Tomlinson, 2023). Graduates with these
skills are not only better prepared for the uncertainties of the business world, but are also more
likely to embark on entrepreneurial ventures (Aseanty et al., 2023). According to (Liu et al.
2019), entrepreneurship education refers to activities that aim to develop and enhance the
entrepreneurial mindset, ambition, and self-confidence that the student needs to properly design
his or her own business plan, start a business, and become an owner. Maritz and Brown (2013)
suggest that entrepreneurship education instills in students the importance of accepting
challenges and a penchant for innovation.
Self-efficacy refers to a person's belief in his or her ability to organize and take actions to
achieve specific goals (Xu, 2023). Furthermore, (Kaufmann et al., 2022) define self-efficacy as a
person's belief in his or her ability to take the actions necessary to achieve desired outcomes. In
the context of entrepreneurship, self-efficacy plays a pivotal role in influencing individuals’
motivation, perseverance, and overall entrepreneurial behavior. High levels of self-efficacy are
associated with higher entrepreneurial intentions, opportunity recognition, and ability to
overcome obstacles and setbacks (Kim & Kim, 2023). Therefore, promoting self-efficacy
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through entrepreneurship education can contribute to the development of a resilient and
confident entrepreneurial workforce (Souto et al., 2022; Ariyono & Wiwid, 2022).
Several studies have examined the relationship between entrepreneurship education and various
entrepreneurial outcomes. For example, (Muthumeena & Yogeswaran, 2022; Okręglicka et al.,
2021) found a positive correlation between entrepreneurial training and intention to start a
business. However, there is little research on the specific effects of entrepreneurship education
on graduates’ self-efficacy in the entrepreneurial context. Understanding this relationship is
crucial because self-efficacy is not only a precursor to entrepreneurial intentions but also an
indicator of entrepreneurial success (Gunarso & Selamat, 2020; López-Núñez et al., 2022).
Furthermore, at a time when labor markets are becoming increasingly competitive and dynamic,
it is essential to foster entrepreneurship so that graduates can thrive in diverse professional
settings (Norris, 2021). The results of this study can support educational practices aimed at
equipping graduates with the skills and mindset necessary to succeed in an ever-changing global
economy. Therefore, this study aims to examine the effects of entrepreneurship training on
graduates’ self-efficacy. By examining this relationship, the study aims to provide insights that
can guide educational institutions, policymakers, and educators in designing effective
entrepreneurship programs. Ultimately, understanding the impact of entrepreneurship education
on graduates’ self-efficacy is essential to fostering a new generation of confident and capable
individuals ready to overcome the challenges and seize the opportunities of the entrepreneurial
landscape.
1.2 STATEMENT OF THE PROBLEM
In Ghana, the influence of entrepreneurship education on graduates’ self-efficacy remains a

critical area requiring attention (Urbano and Aparicio, 2015). Despite the growing emphasis on
entrepreneurship as a pathway to economic development, gaps exist in understanding how
educational programs that foster entrepreneurial skills influence graduates’ confidence in their
ability to navigate the entrepreneurial landscape (Peterman and Kennedy, 2018; Douglas and
Fitzsimmons, 2019).
The current educational landscape in Ghana includes several entrepreneurship courses integrated
into university curricula. However, the effectiveness of these programs in developing graduates’
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self-efficacy, defined as their confidence in their ability to complete tasks and overcome
challenges in the entrepreneurial field, remains unclear (Douglas and Fitzsimmons, 2019). The
lack of in-depth study on this topic makes it difficult to formulate specific strategies aimed at
improving entrepreneurship education outcomes. Furthermore, Ghana’s economic development
is closely linked to entrepreneurial success. To ensure the sustainability and growth of these
enterprises, it is essential to assess the extent to which entrepreneurship education contributes to
graduates’ self-efficacy. This understanding is essential to refine educational approaches and
better tailor them to the specific needs and challenges of aspiring entrepreneurs in the Ghanaian
context.
Therefore, the need for further research into the relationship between entrepreneurship education
and graduates’ self-efficacy in Ghana is evident. Identifying gaps and challenges in current
educational practices will pave the way for informed interventions and policies that can better
equip graduates with the confidence and skills needed to succeed in their endeavors (Peterman
and Kennedy, 2018). Closing this gap is essential to foster a culture of innovation, resilience, and
self-belief among graduates and ultimately contribute to Ghana’s socio-economic development.
1.3 OBJECTIVES OF THE STUDY

The objectives of the study is to;
1. To assess the relationship between entrepreneurship education and graduates'

entrepreneurial intentions in Ghana.
2. To examine the influence of entrepreneurship education on graduates' self-efficacy
(Vicarious Experience and Social Persuasion) in Ghana.
3. To examine the potential gender differences in self-efficacy outcomes among male and
female graduates of entrepreneurship education programs in Ghana.
1.4 RESEARCH QUESTIONS

1. What is the relationship between entrepreneurship education and graduates'
entrepreneurial intentions in Ghana?
2. How does entrepreneurship education influence graduates' self-efficacy (Vicarious
Experience and Social Persuasion) levels in Ghana?
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3. Are there any gender differences in self-efficacy outcomes among male and female
graduates of entrepreneurship education programs in Ghana?
1.5 SIGNIFICANCE OF THE STUDY

This study should have the following theoretical and practical significance:
By examining the impact of entrepreneurship education on self-efficacy in Ghana, the study will
contribute to the growing literature on entrepreneurship and education. It offers valuable insights
into the effectiveness of educational measures. The findings will expand the theoretical
framework related to entrepreneurship education on self-efficacy in Ghana and provide guidance
for future research directions in this area.
Understanding the impact of entrepreneurship education on self-efficacy can contribute to the

development of educational policies and curricula. It can help policymakers identify areas for
improvement in entrepreneurship programs and tailor educational initiatives to better meet
student needs and labor market demands.
Entrepreneurship education encourages graduates to think creatively, identify opportunities, and

develop innovative solutions to problems. By examining its effects on self-efficacy, this study
can shed light on how entrepreneurship education influences graduates' ability to innovate and
create entrepreneurial value. The results of the study can also help educational institutions in
Ghana refine and improve their entrepreneurship education curriculum. By identifying the
aspects of education that have the most positive impact on self-efficacy, institutions can tailor
their programs to better meet the needs and expectations of students.
1.6 ORGANIZATION OF THE STUDY

This study will be laid out into five major chapters. The first chapter serves as the study's
introduction. The study's literature review will be covered in Chapter 2. The chapter will give the
research theories as well as a review of associated empirical investigations and ideas. The third
chapter will outline the research methods that will be used to meet the study's goals. It describes
the research population, sample and sampling methodology, data collecting, and data analysis
process. The results and a discussion of the findings will be included in Chapter Four. Finally,
the last chapter, chapter five, gives the study's summary, results, and recommendations.
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CHAPTER TWO
LITERATURE REVIEW
2.1 INTRODUCTION
This section reviews the relevant literature on the topics covered in the study: Impact of
Entrepreneurship Education on Graduates’ Self-Efficacy in Ghana. The chapter will highlight the
theories underlying the study and examine findings from other research related to the main
topics. It will also discuss key concepts used in the study.
2.2. THEORETICAL REVIEW
2.3 THEORY OF PLANNED BEHAVIOR
The Theory of Planned Behaviour (TPB) is widely used in various fields to study how behaviour
or personality influences the use of various technologies (Acikgoz et al., 2023), energy
consumption (Wang et al., 2023), vaccine use (Tarkar, 2023) and entrepreneurship (Drakpa et
al., 2022). The TPB states that intentions to engage in various behaviors can be predicted by
beliefs about attitudes toward the behavior, subjective norms, and perceived behavioral control
(Ajzen, 1991). According to Ajzen (1991), attitudes refer to the degree to which a person holds a
positive or negative conception of the behavior of interest. Subjective norms refer to a person's
perception of a particular behavior. This perception is influenced by the judgment of significant
others such as family, friends, or coworkers.
A meta-analysis of 185 independent studies found that subjective norms are a weak predictor of
intentions (Armitage & Conner, 2001). Finally, perceived behavioral control is understood as a
person's perception of the ease or difficulty of performing a behavior of interest. Intentions to
perform certain behaviors and perceptions of behavioral control explain some of the variation in
an individual's actual behavior (Ajzen, 1991). This theory proposes that attitudes, subjective
norms, and perceived behavioral control are related to different behavioral, normative, and
behavioral control beliefs (Ajzen, 1991). In addition, intentions to engage in certain behaviors
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are also determined by the individual's capabilities and resources, as well as by obstacles
presented by the external environment (Ajzen, 2002).
2.3.1 Theory of Planned Behaviour and Entrepreneurial Intention
Intentions are considered the best indicator of human behavior (Krueger, 2008). Therefore, the
Theory of Planned Behavior (TPB) is used as a theoretical framework because it relates attitudes
and beliefs to behaviors and intentions. The literature suggests that intentions can predict future
entrepreneurship (Yurtkoru et al., 2014). The TPB is known for its broad and well-validated
application in entrepreneurship (Ogundipe et al., 2012; Owoseni, 2014) and combines
psychological dispositions, social attitudes, and personal characteristics (Ajzen, 1991). However,
it can be distorted by cultural and ethnic backgrounds (Kalinzo and Nyambegera, 2014). The
TPB, originally a psychological model, is compared to Shapero and Sokol's (1982)
Entrepreneurship Event (SEE) model, which emphasizes desirability, feasibility, and propensity
to action. Both models share similarities with Bandura's (1982) self-efficacy theory, particularly
with respect to perceived behavioral control and feasibility (Krueger, 2000). Although the SEE
has its origins in entrepreneurship, the TPB is considered more useful for studying
entrepreneurial intentions because it suggests that intention precedes behavior (Ajzen, 1991).
Entrepreneurship education influences graduates’ self-efficacy through role models, practical
experiences, and positive reinforcement and is consistent with Bandura’s (1986) social cognitive
theory. TPB explains how graduates’ entrepreneurial intentions and behaviors are influenced by
attitude, subjective norms, and perceived behavioral control. Studies from different regions
demonstrate the positive effects of entrepreneurship education on self-efficacy and
entrepreneurial intentions (Taneja and Bhatia, 2022; Pan and Lu, 2022; Boldureanu et al., 2020;
Nowiński et al., 2019).
2.4 EMPIRICAL REVIEW
2.5 CONCEPT OF ENTREPRENEURSHIP
Chowdhury et al. (2018) described entrepreneurship as a shift from resource exploitation to value
creation. Entrepreneurs have used innovation and creativity to build multi-million dollar
companies from humble beginnings (Chowdbury et al., 2018). Entrepreneurship depends on
institutional and political support as well as the availability of capital and entrepreneurial culture
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(Holmquist & Sundin, 2021). Schumpeter (1934) formulated that innovation is a process of
industrial change. Innovation revolutionizes the economic structure from within, destroying the
old one and creating a new one (Holmquist & Sundin, 2021; Strikanth et al., 2021). An
entrepreneur engages in creative destruction and is considered an agent of positive change in the
economic development process of a nation (Schumpeter, 1934). Schumpeter said that the
function of entrepreneurs is to reform or revolutionize the production model by exploiting an
invention or more generally an untested technological possibility to produce a new good or to
produce an old one in a new way by finding a new source of energy. supplying materials or to
create a new market for products by reorganizing an industry etc. (p. 132) From a cognitive
perspective, an entrepreneur possesses particular characteristics and skills such as the motivation
to succeed, tolerance for ambiguity and willingness to take risks (Strikanth et al., 2021).
According to the theory of social change, an entrepreneur is an innovative and creative
personality with desires for success, order and autonomy and who becomes a problem solver in
the process of social change (Strikanth et al., 2021). Innovation is at the core of entrepreneurial
processes based on the discovery, creation and commercial exploitation of market opportunities
(Felzensztein & Gimmon, 2021). Entrepreneurship promotes economic development when an
appropriate institutional framework is in place (Henrekson and Sanandaji, 2019). In most
developing countries, entrepreneurship is a survival entrepreneurship that does not contribute
significantly to bridging gaps, structural change, and determining costs (Henrekson and
Sanandaji, 2019). Some institutional barriers that neutralize the effects of entrepreneurship are
(a) new business creation; (b) skills gaps; c) access to finance, particularly venture capital; and
(d) networking and organizational learning (Nungsari et al., 2021). An entrepreneurial ecosystem
requires the participation of many public and private sector organizations, such as: B. idea
creation institutions, training and academic capacity building; qualified human resources; banks
and financial institutions; capital and insurance industry associations; setting criteria and
collective bargaining; government agencies; and regulation (Nungsari et al., 2021). Chowdhury
et al. (2018) found that entrepreneurship contributes to the economy with different importance in
terms of quality and quantity in developing and developed countries. Entrepreneurs often rely on
their personal wealth or inheritance. Entrepreneurs may also use informal networks, such as
friends and family, to acquire financial resources or formal networks, such as customers and
suppliers (S. Hassan et al., 2021). Entrepreneurs often face difficulties in accessing external
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sources of finance due to lack of collateral, legitimacy, and information asymmetry (Meeralam &
Adeinat, 2021). Meeralam and Adeinat (2021) seem to agree with the statement of S. Hassan et
al. (2021) agree that lack of financial resources often leads to a lack of investment in activities
necessary for high-growth entrepreneurship.
2.5 ENTREPRENEURIAL SELF-EFFICACY
Entrepreneurial self-efficacy is crucial when deciding whether or not to become an entrepreneur.

According to Esim (2019), who defines self-efficacy as the entrepreneur’s confidence in his or
her ability to take on responsibilities and fulfill entrepreneurial obligations. Understanding
entrepreneurial self-efficacy is crucial for aspiring entrepreneurs because it enables them to
compensate for a lack of entrepreneurial skills and knowledge and adapt to unfamiliar
entrepreneurial situations (Janal and Abubakar, 2018). The confidence one has in his or her
ability to implement a particular course of action is known as self-efficacy. This influences how
reasonable one’s efforts are. Aregawi and Hailslasie (2013) define self-efficacy as a person's
confidence in his or her ability to effectively control his or her cognitive processes, emotional
states, and actions, thereby influencing the outcome. The concept of self-efficacy, formulated by
Burns and De-Ville (2013), refers to a person's perceived ability to effectively perform the
behaviors necessary to effectively cope with potential circumstances. Entrepreneurial self-
efficacy refers to the level of determination and confidence that entrepreneurs demonstrate in
their entrepreneurial endeavors. This research will expand the study of self-efficacy by using
indirect measures such as vicarious experience and social beliefs.
2.6.1 Vicarious Experience
Vicarious experience is one of the four dimensions of self-efficacy identified by Bandura (1977).
It refers to the process of learning or acquiring knowledge through observing the experiences of
others, especially those similar to one's own, and can lead to the acquisition of new skills or
behaviors. Vicarious experience is the degree to which a person’s belief in his or her ability to
accomplish a particular task is influenced by observing the successes and failures of others who
are similar to him or her in relevant respects (Al-Tit, 2016, p. “Vicarious experience refers to the
process of observing and modeling the behavior of others who are similar to one in relevant
respects and who successfully complete a task” (Bandura, 1997, p. 79). Vicarious experience has
16
also been shown to be an important predictor of self-efficacy and entrepreneurial intention. For
example, Chen et al. (1998) found that vicarious experiences were positively correlated with
self-efficacy and entrepreneurial intention among college graduates. Similar results were
obtained by Fayolle and Gailly (2015), who found that vicarious experiences were positively
associated with entrepreneurial self-efficacy among Belgian students.
2.6.2 Social Persuasion
Bandura (1977) recognized the ability of a person to accomplish a particular task or influencing
others as a second aspect of self-efficacy. It is the effect of positive or negative words from
others on one’s confidence in one’s ability to accomplish a task. Social persuasion, as defined by
Al-Tit (2016, p. 3), “is the process by which verbal and nonverbal feedback from others
influences a person’s beliefs about his or her ability to accomplish a particular task.” “Belief”
(Gist & Mitchell, 1992, p. 121) describes the impact of the cues we receive from others on our
sense of ability. Social persuasion has also been found to be able to predict a person’s
entrepreneurial self-efficacy and intention to start a business. Al-Tit (2016) found that persuasive
communication skills were associated with feelings of competence and interest in starting a
business among Saudi students. Similar results were obtained by Adebayo and Owolabi (2019),
who found that social persuasion had a significant and positive effect on Nigerian university
students’ self-efficacy and entrepreneurial intention. These views emphasize the importance of
others’ opinions in developing one’s sense of competence. Verbal and nonverbal cues can
significantly influence a person’s intentions and behavior, strengthening or weakening their
confidence in their ability to successfully complete a task.
2.7 ENTREPRENEURIAL INTENTION AND SELF-EFFICACY
Self-efficacy is a term proposed by Bandura (1977), which is defined as an individual’s belief in

his or her capabilities and skills to complete a particular task and undertake a job (Shahab et al.,
2018). People with high levels of self-efficacy, thanks to their self-confidence, tend to pursue
their goals beyond their limits and not worry about what others think of their capabilities, which
motivates them to control external factors and adapt to get what they want (Bandura, 1997). Self-
efficacy is not only widely recognized as a key concept in social learning theory (N Saraih et al.,
2018), but entrepreneurial self-efficacy is also considered to be one of the factors that have a
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direct influence on entrepreneurial intention, i.e., h. Individuals with high levels of
entrepreneurial self-efficacy tend to be more motivated to successfully initiate and develop the
entrepreneurial process (D’Armas et al., 2022). Entrepreneurial self-efficacy may involve
performing tasks associated with launching and growing new businesses, but in general,
entrepreneurial self-efficacy involves considering the broader human skills associated with
developing new businesses (N Saraih et al., 2018). According to Laguía et al. (2017), self-
efficacy is linked to Ajzen’s (1991) theory of planned behavior, which states that three factors
strongly determine an individual’s intention: their attitudes, social norms, and perceived
behavioral control. The latter has similarities with Bandura’s concept of self-efficacy, as both
refer to the perceived ability to perform a particular behavior. Several studies have analyzed the
role of self-efficacy in the entrepreneurial intention of university students and show a close
relationship between these two variables, including the contributions of Gao and Huang (2022),
Zhang and Huang (2021), Londoño et al. (2021), Marulanda-Valencia and Valencia-Arias
(2019), Morales et al. (2018), Wang et al. (2016).
2.8 ENTREPRENEURIAL SELF-EFFICACY AND ENTREPRENEURIAL INTENTION
A bibliometric study carried out by Marulanda-Valencia and Valencia-Arias (2019) revealed that
in addition to entrepreneurial skills, personal conviction and perseverance are necessary to
identify business opportunities and design and implement the business, thus achieving
entrepreneurial self-efficacy. Several studies recognize that personality traits such as emotional
stability, conscientiousness, agreeableness, extraversion, and openness are innate (Wang et al.,
2016) and are positively associated with entrepreneurial self-efficacy (Morales et al., 2018; In
addition, several studies show that self-efficacy is a crucial factor when mobilizing a person to
start a new business (Gielnik et al., 2020). A high level of self-efficacy is associated with better
chances of success in the entrepreneurial activities undertaken (Sukru & Karayel, 2020); the
level of entrepreneurial self-efficacy is correlated with entrepreneurial intentions (Drnovšek et
al., 2010).
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2.9 CONCEPTUAL FRAMEWORK
The study will be supported by the conceptual framework
Entrepreneurship Education Self-Efficacy

gender
Vicarious Experience
gender Education
differe Social Persuasion
Entrepreneurship Intention
nces
Source: The Researcher Conceptual Framework. (2024)
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CHAPTER THREE
RESEARCH METHODOLOGY
3.1 INTRODUCTION
This chapter describes the method chosen for the study. Topics discussed in this chapter include
research design, study population, sample size and technique, data sources and data collection
techniques, and data analysis procedure.
3.2 RESEARCH DESIGN

Research design is generally categorized into three main forms: research objective, research
approach, and research strategy. According to Eyisi (2016), there are different types of research
designs that require researchers to decide from the outset whether to use quantitative methods,
qualitative methods, or a combination of both. Johnson and Christensen (2012) identified
quantitative, qualitative, and mixed methods research as the three main models of research
design in academic research. Research design includes several elements such as research
objective, research approach, and research strategy, which together shape the methodology used
in a study (Eyisi, 2016). This study used a cross-sectional research design because the focus is on
examining a problem or condition to explain the relationship between variables (Saunders et al.,
2023). This approach will facilitate the exploration of new perspectives and insights into the
impact of entrepreneurship education on graduates' self-efficacy in Ghana. The use of a mixed-
methods design allows for a more robust analysis by combining the numerical robustness of
quantitative data with the depth of qualitative information to provide a comprehensive
understanding of the research problem.
3.3 RESEARCH APPROACH
According to Sogunro (2001), the quantitative research approach is defined as the study of a
social or human problem based on questioning a theory composed of variables, measured with
numbers, and analyzed using statistical procedures to determine whether the predictive
generalizations of the theory are true. The quantitative approach includes data collection and
analysis of numerical data (Fellows & Liu, 2021). It relies on numerical evidence to determine
results or test hypotheses. The advantage of the paradigm in quantitative research is that it is
20
possible to measure the responses of a large number of subjects representative of a larger
population to a limited set of questions, thus facilitating the statistical comparison and
aggregation of the data (Beins, 2017). The qualitative approach is a useful tool for answering
questions about the nature of phenomena, with an emphasis on the description and meaning of
these phenomena. Qualitative research seeks to examine and understand the lived experiences,
perspectives, and meanings that people attribute to a phenomenon. This methodology collects
rich, non-numerical data using methods such as interviews, observations, and content analysis
(Creswell & Poth, 2017). The chosen research approach will be quantitative in nature. The
digital data collected is consistent with the goal of measuring and analyzing the impact of
entrepreneurship training on graduates' self-efficacy. Quantitative research facilitates statistical
analysis and helps to identify patterns and trends in data (Mohajan, 2020).
3.4 POPULATION OF THE STUDY

The study population consists of graduates who received business training in Ghana. The study
will use a convenience sampling technique. Convenience sampling is described as a non-
probability sampling technique where study participants are selected based on ease of access to
the researcher (Vehovar et al., 2016).
3.5 SAMPLING TECHNIQUE AND SAMPLING SIZE

According to Kalton (2020), sample size refers to the selected number of cases, members, or
events in the accessible population, and the purpose of sampling is to understand certain
characteristics or attributes of the entire population according to the characteristics of the sample.
According to Setia (2016), a population that responds 100% to the census is victorious, because
doubts about the representativeness of the participating individuals are eliminated. Banerjee and
Chaudhury (2010) state that the sample is a subset of a population. The sample of the study will
consist of 200 respondents each of them being 50 graduates from the four (4) universities in
Accra selected by the researcher, using convenience sampling method. These include: Accra
Technical University, University of Ghana, City Campus, African University College of
Communications (A.U.C.C), Adabraka and University of Media Arts and Communication
(UniMAC) GIJ Campus, Ringway.
21
3.6 RESEARCH INSTRUMENT
Due to the fact that most of the respondents selected are literate and can therefore understand and
provide answers to question posed to them, the data collection instrument will be a structured
questionnaire. To gather data, a structured questionnaire will be employed. The questionnaire is
intended to be used to obtain quantitative responses concerning the perceptions of graduates and
entrepreneurs and impacting self-efficacy. The questionnaire in a structured format ensures the
consistency of data collection and facilitates quantitative analysis (Nguyen et al., 2023). The
questionnaire comprises the following closed questions and a five-point Likert scale comprising
elements ranging from "Strongly in disagreement" to "Everything in agreement". The research
instrument is structured according to the objects of study and the collection of demographic data
from respondents. The questionnaire is a selective selection, easy to use and also adapted to the
collection of donations on a large screen
3.7 DATA COLLECTION PROCEDURE
Akinci and Saunders (2015) wrote a questionnaire according to a developed research tool used to
collect information on the social characteristics of the participants, their current and past
behavior, their attitude or behavioral norms, their views and their reasons for acting on the
subject studied. Except for the demographic characteristics of the respondents, all other questions
are measured with the help of a five-point Likert scale ranging from "All to do (1)" to "All to do
disagree (5)". This conception allows the searchers to analyze the people gathered to answer the
research questions. The first donors are collected directly after the diplomas through the
structured questionnaire. The information collected is saved in the statistical program for social
sciences (SPSS) for analysis. Descriptive statistics are used to summarize and present the main
characteristics of the data, provided in a clear overview. In addition, regression analysis is used
to examine the relationships between variables, in particular the influence of entrepreneurship
training on graduates' self-efficacy. These analyses are carried out to uncover patterns and
connections in the data and contribute to an overall comparison of the object of study.
3.6.1 Data source

According to (Saunders et al. 2009), donations can be defined as facts and statistics compiled for
reference or analysis purposes. The availability and quality of the data are crucial for real
22
research. According to (Saunders et al. 2009), searching essentially consists of collecting the
donations/information needed to answer various search questions and also solve a problem. The
data can be of both primary and secondary types. The first data are new data collected
specifically for this purpose; while secondary data have already been collected in a different way
(Saunders et al., 2009). This is a major use of primary data to determine the results.
3.6.1.1 Primary data sources

(Kotler et al., 1996) describe primary data as data collected in a specific way. To obtain current
information about phenomena, primary donations are used by the searchers to serve their
objectives. Primary donation should be collected along with the help of questionnaires using the
research tool. Questionnaires are distributed to select respondents who adequately represent the
population.
3.7 ETHICAL CONSIDERATION

The collection of primary data requires that the research be carried out according to ethical
principles. At this point, the study is conducted in compliance with the values of ethics used in
research. The anonymity of the participants is guaranteed. Respondents are not required to
provide their name at any time during the data collection process. The collected data contain
confidentiality features and are used only for academic purposes. Participation in the course is
purely voluntary. With this effect, the participant is also a contradiction to the participant of the
experiment. The researcher indicated to the participants or the study before completing the
questionnaire. An indicative statement that the study will also be included in the introductory
paragraph of the donation collection instrument.
3.8 DATA ANALYSIS

Findings and conclusion of studies like this can only be arrived at after the processing and
analysis of data. Bell, Bryman and Harley (2018) define data analysis as the procedure of
examining, cleaning, adapting and exhibiting data, with the aim of establishing essential
information and proposing recommendations that influence decision making. Therefore, the raw
data collected through the questionnaire’s administration will be taken through data cleaning and
editing to eliminate errors and to ensure completion of all relevant questions. This will involve
proofreading of the data to identify and correct errors and inconsistent codes (Nachmias, 1996).
23
Each questionnaire will be identified by assigning serial numbers. The coded data will then be
processed using computer software called the “Statistical Package for the Social Scientist”
(SPSS).
24
CHAPTER FOUR
FINDINGS AND DISCUSSIONS
4.0 INTRODUCTION
The study's results are discussed in this chapter and are summarized. A thorough explanation of
the study's methodology and an analysis of the results that takes into account the specific goals of
examining the impact of Entrepreneurship Education on Graduate’s Self-Efficacy in Ghana.
4.1 DEMOGRAPHIC INFORMATION OF RESPONDENTS
The demographic information gathered covers age of respondents and gender of respondents.
These results are presented in table 1 below:
Table 4.1 Demographic Information of Respondents
Item Frequency Percentage (%)
Female 101 50.5
Male 99 49.5
Total 200 100.0
Age Frequency Percentage (%)
18 -21 years 30 15.0
22-25 years 24 12.0
26-30 years 42 21.0
31-35 years 25 12.5
36 years + 40 20.0
Under 18 years 39 19.5
Total 200 100.0
25
Source; Field Work, 2024
From the table above, the gender distribution within the sample was nearly balanced, with
females accounting for 50.5% (n=101) and males for 49.5% (n=99), providing an equitable
representation of both genders. This balance ensured that the analysis could consider gender
differences comprehensively. The age distribution revealed diversity, with the largest proportion
of participants falling within the 26-30 years age group (21.0%, n=42), followed by those aged
36 years and above (20.0%, n=40), and individuals under 18 years (19.5%, n=39). The varied
age range included in the study offered a broad perspective on the research questions, facilitating
an analysis that considers generational differences. This diversity in both gender and age
enhanced the dataset's robustness, allowing for a more comprehensive examination of the study
variables.
Table 4.2 Entrepreneurship Course Available
No 98 49.0
Yes 102 51.0
Total 200 100.0
Source; Field Work, 2024
The analyzed data also revealed that, the availability of entrepreneurship courses among the
participants was slightly more prevalent, with 51.0% (n=102) reporting access to such courses,
compared to 49.0% (n=98) who indicated the absence of these opportunities. This nearly equal
distribution suggests that while a slight majority of participants had access to entrepreneurship
education; a significant portion did not, potentially impacting their preparedness and approach to
entrepreneurial activities. The cumulative percentages indicate that 49.0% of respondents had no
access to entrepreneurship courses, while 100% of the sample was accounted for when those
with access were included, highlighting the overall balance in the dataset. This finding is critical
as it may influence the participants' entrepreneurial knowledge, skills, and success rates, and
could be a significant factor in shaping the study's outcomes.
26
Table 4.3Should Enroll Course
Valid 102 51.0
No 49 24.5
Yes 49 24.5
Total 200 100.0
Source: Field Survey, 2024
Among the participants who did not have access to an entrepreneurship course, opinions were
evenly split regarding whether such a course should be offered by their department. Specifically,
24.5% (n=49) believed that an entrepreneurship course should be enrolled, while an equal
proportion of 24.5% (n=49) disagreed. This division in opinion suggests a lack of consensus on
the necessity of formal entrepreneurship education within the department. The cumulative
percentages show that by the end of the response distribution, 75.5% had formed an opinion on
the matter, with the total sample being evenly split. This balanced response underscores the
importance of further exploration into the perceived value and potential benefits of
entrepreneurship education, as it may influence the department's decision-making regarding
curriculum development.
Table 4.4Participated in Entrepreneurship Education Program

No 84 42.0
Yes 116 58.0
Total 200 100.0
Source; Field Data, 2024
Table 4.4 above presents the responses of respondent’s participation in any entrepreneurship
education program. The analysis revealed that, that a majority of participants, 58.0% (n=116), had
participated in an entrepreneurship education program during their academic career, while 42.0%
(n=84) had not. This suggests that a significant portion of the sample had exposure to
27
entrepreneurship education, which could influence their entrepreneurial mindset and skills. The
cumulative percentages highlight that 42.0% of respondents had not engaged in such programs,
with the full sample accounted for by including those who had. The relatively high participation
rate reflects the growing emphasis on entrepreneurship education in academic settings and
suggests that it may play a critical role in shaping students' entrepreneurial aspirations and
abilities.
Table 4.5Engaged in Entrepreneurial Activity

No 100 50.0
Yes 100 50.0
Total 200 100.0
Table 4.5 above reveals that the opportunity to engage in entrepreneurial activities was evenly
distributed among the participants, with 50.0% (n=100) having engaged in such activities and
50.0% (n=100) having not. This equal division indicates that half of the participants had practical
experience in entrepreneurship, while the other half did not. The cumulative percentages confirm
that the entire sample was equally split, reflecting a balanced representation of both experienced
and inexperienced individuals in entrepreneurial endeavors. This balance suggests a diverse
range of perspectives within the sample, potentially enriching the study's insights into the impact
of entrepreneurial experience on various outcomes.
4.2 ENTREPRENEURSHIP EDUCATION AND SELF-EFFICACY
The evaluation of the quality of entrepreneurship education received by participants varied

significantly. The largest group rated the education as "Fair" (23.0%, n=46), followed closely by
those who considered it "Very Good" (22.5%, n=45) and "Good" (20.0%, n=40). A smaller
portion of respondents rated the quality as "Poor" (18.0%, n=36), while 16.5% (n=33) rated it as
"Excellent." These responses indicate a wide range of perceptions, with most participants
viewing the education as either fair or better, yet a notable proportion expressing dissatisfaction.
The cumulative percentages show that by the end of the distribution, 77.5% had rated the
28
education as "Poor" or better, suggesting that while there is room for improvement, the overall
sentiment is moderately positive. This spread of opinions provides valuable insights into the
strengths and weaknesses of the entrepreneurship education provided, potentially guiding
enhancements to better meet students' expectations and needs.
Table 4.6Quality of Entrepreneurship Education

Excellent 33 16.5
Fair 46 23.0
Good 40 20.0
Poor 36 18.0
Very Good 45 22.5
Total 200 100.0
Source: Field Survey, 2024
The following table summarizes participants' assessments of the impact of their entrepreneurship
education on various dimensions of self-efficacy and business acumen. It includes responses to
statements evaluating whether the education received contributed to their confidence in initiating
and managing a business, stimulated the development of creative business ideas, imparted useful
knowledge and technical skills, and enhanced self-efficacy through educational experiences.
Responses are categorized across five levels of agreement: Strongly Disagree (SD), Disagree
(D), Neutral (N), Agree (A), and Strongly Agree (SA). This table provides a comprehensive
overview of how entrepreneurship education is perceived to affect students' entrepreneurial
capabilities and confidence, highlighting both strengths and areas for potential improvement in
the educational approach.
The analyzed data reveals a diverse range of perceptions regarding the impact of
entrepreneurship education on self-efficacy and related outcomes. The highest level of agreement
(23.5%) was associated with the statement that participants gained confidence in their ability to
start and manage their own business through entrepreneurship education. Despite this, a
29
significant proportion (20.5%) strongly disagreed, indicating a mixed impact on confidence
levels.
Table 4.7Confidence in Starting and Managing a Business

Strongly Agree 41 20.5
Agree 32 16.0
Neutral 40 20.0
Disagree 40 20.0
Strongly Disagree 47 23.5
Total 200 100.0
Responses to the statement about university education encouraging the development of creative
business ideas were more neutral to slightly negative. A notable 24.0% of participants strongly
disagreed, whereas only 18.0% strongly agreed. This suggests that while some students felt their
creativity was nurtured, a significant number did not perceive a strong impetus for creative
thinking from their education.
Table 4.8 Encouragement to Develop Creative Business Ideas
Agree 37 18.5
Neutral 36 18.0
Disagree 43 21.5
Total 200 100.0
Field Survey, 2024
30
The evaluation of whether university education provided useful knowledge about business and
technical skills showed divided opinions. The highest disagreement (24.5%) was noted, with
only 15.5% strongly agreeing. This indicates that while some students found the education
beneficial, others did not consider it sufficiently comprehensive or effective in imparting
practical business knowledge.
Table 4.9Knowledge About Business and Technical Skills
Agree 49 24.5
Neutral 40 20.0
Disagree 44 22.0
Total 200 100.0
Field Survey, 2024
Regarding the development of self-efficacy necessary for entrepreneurship, responses were

generally positive, with 23.0% agreeing and 20.5% strongly agreeing. However, 15.5% strongly
disagreed, reflecting some skepticism about the effectiveness of the education in enhancing self-
efficacy.
Table 4.10Development of Self-Efficacy
Agree 40 20.0
Neutral 42 21.0
Disagree 46 23.0
Total 200 100.0
31
Field Survey, 2024
The data revealed that, discussions and group activities in entrepreneurship courses were viewed
as beneficial by some, with 25.5% agreeing that these activities boosted their belief in their own
capabilities. Nevertheless, 18.0% strongly disagreed, indicating that a segment of students did
not find these methods effective in fostering self-efficacy.
Table 4.10Impact of Discussions and Group Activities
Agree 38 19.0
Neutral 40 20.0
Disagree 51 25.5
Total 200 100.0
Field Survey, 2024
The analyzed data revealed that while entrepreneurship education has had a positive impact on
many students, there are significant disparities in how this impact is perceived. The findings
underscore the need for more tailored approaches within entrepreneurship programs to address
the diverse needs and expectations of students, ensuring that all participants achieve the
confidence and practical skills necessary for entrepreneurial success.
The analysis of how learning experiences from successful entrepreneurs influenced students'
self-efficacy reveals a diverse range of perceptions. A substantial proportion of respondents
(21.5%) deemed these experiences as highly influential, suggesting that they found them crucial
in boosting their self-efficacy. Similarly, another 21.5% considered them moderately influential,
indicating a positive but less pronounced impact. However, 19.0% of participants remained
neutral, reflecting varying levels of perceived relevance or impact. A smaller segment (18.5%)
felt these experiences were only slightly influential, while 19.5% considered them not influential
32
at all. This distribution underscores a significant variability in how these learning experiences are
perceived, highlighting the need for tailored approaches in entrepreneurship education to more
effectively address the diverse needs and expectations of students and enhance their self-
efficacy.
Table 4.11Learning Experiences of Successful Entrepreneurs

Agree 37 18.5
Neutral 38 19.0
Disagree 43 21.5
Total 200 100.0
The analysis of the influence of interacting with successful entrepreneurs or mentors on students'
self-efficacy demonstrates a varied range of responses. A significant portion of participants,
24.0%, rated these interactions as moderately influential, suggesting that many students found
such engagements beneficial but not overwhelmingly so. Another 21.0% considered these
interactions as highly influential, reflecting a notable impact on their self-efficacy. In contrast,
22.0% of respondents were neutral about the impact, indicating that the value of these
interactions varied among individuals. A smaller percentage, 18.5%, felt that interacting with
successful entrepreneurs or mentors had a minimal influence, while 14.5% viewed it as not
influential at all. This distribution highlights a broad spectrum of perceptions regarding the
effectiveness of mentorship and interactions with successful entrepreneurs, emphasizing the need
for tailored and targeted mentorship programs to better address the diverse needs and
expectations of students and enhance their self-efficacy.
33
Table 4.12Interacting with Successful Entrepreneurs or Mentors
Agree 48 24.0
Neutral 44 22.0
Disagree 42 21.0
Total 200 100.0
4.3 ENTREPRENEURIAL INTENTIONS

The study further assessed the respondents' entrepreneurial intentions by evaluating their
agreement with various statements related to entrepreneurship. Participants were asked to rate
their level of agreement on a scale from 1 to 5, where 1 represents strong disagreement and 5
represents strong agreement. The insights gained from these responses is as follows:
Table 4.13Entrepreneurial Intentions

Statement SD D N A SA
(%) (%) (%) (%) (%)
Being an entrepreneur will entail great satisfaction for me. 21.0 17.0 20.0 21. 21.0
0
A career as entrepreneur is attractive to me. 18.5 17.5 17.0 29. 17.5
5
Among various options, I would rather be an entrepreneur. 20.0 15.5 23.5 18. 23.0
0
Being an entrepreneur implies more advantages than disadvantages to me 20.5 22.5 21.0 16. 20.0
0
If I had the opportunity and resources, I would like to start a firm 22.5 21.5 15.5 22. 18.0
5
Other (please specify):
The data on various aspects of entrepreneurial satisfaction and preferences revealed nuanced
insights into respondents' attitudes toward entrepreneurship. Regarding satisfaction as an
34
entrepreneur, responses were evenly distributed across the spectrum, with 21.0% rating their
satisfaction as both low and high (1 and 5), suggesting a polarized view on entrepreneurial
satisfaction. A similar proportion (21.0%) rated their satisfaction as very high (4), indicating a
consistent yet diverse range of experiences among entrepreneurs. This distribution underscores
the varied nature of entrepreneurial satisfaction, where personal experiences and expectations
significantly influence perceptions.
When evaluating career satisfaction, a notable 29.5% of participants rated their career as an
entrepreneur as very satisfying (4), reflecting a strong positive sentiment among a substantial
portion of respondents. In contrast, 18.5% rated their career satisfaction as very low (1), and
17.5% rated it slightly below average (2), highlighting that while many found entrepreneurship
rewarding, others faced considerable challenges. Preferences for entrepreneurship showed a
similar split, with 23.5% of respondents expressing strong preference (3), while an equal
proportion (23.0%) strongly preferred (5) entrepreneurship. This balanced view suggests that
while a significant number of individuals have a favorable inclination toward entrepreneurship,
there remains a considerable portion who are less enthusiastic.
The assessment of advantages over disadvantages also displayed varied opinions. A considerable
22.5% viewed the advantages as significantly outweighing the disadvantages (2), while 20.5%
perceived the advantages as only slightly greater (1). Conversely, 16.0% felt that disadvantages
outweighed advantages (4), indicating mixed views on the overall balance of entrepreneurial
pros and cons. Lastly, the willingness to start a firm was relatively evenly distributed, with
22.5% and 22.5% of respondents showing a strong inclination (1 and 4) to start a firm, whereas
15.5% were less inclined (3). This balance suggests that while there is a notable readiness to
embark on entrepreneurial ventures, a significant portion of individuals remain uncertain or
cautious.
4.5 GENDER DIFFERENCES IN SELF-EFFICACY
Table 4.13Gender Differences in Self-Efficacy
35
No 67 33.5
Not Sure 63 31.5
Yes 70 35.0
Total 200 100.0
Field Survey, 2024
The analysis of responses regarding the observation of gender differences in the outcomes of
entrepreneurship education programs revealed a diverse range of perspectives among peers.
Specifically, 35.0% of respondents indicated that they had observed gender differences in the
outcomes of these programs. Conversely, 33.5% reported that they had not observed any such
differences. A substantial proportion, 31.5%, were unsure whether gender differences were
evident. This distribution of responses highlights a significant level of uncertainty and variability
in perceptions about the impact of gender on entrepreneurship education outcomes, suggesting a
need for further investigation to understand the potential influences of gender on the
effectiveness and results of these programs.
36
CHAPTER FIVE
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
5.1 INTRODUCTION
This chapter presents a summary of the findings from the study on the impact of
entrepreneurship education on graduates' self-efficacy in Ghana. It provides conclusions drawn
from the data and offers recommendations for enhancing the effectiveness of entrepreneurship
education programs. The primary objectives of the study were to:
4. To assess the relationship between entrepreneurship education and graduates'

entrepreneurial intentions in Ghana.
5. To examine the influence of entrepreneurship education on graduates' self-efficacy
(Vicarious Experience and Social Persuasion) in Ghana.
6. To examine the potential gender differences in self-efficacy outcomes among male and
female graduates of entrepreneurship education programs in Ghana.
The study utilized questionnaires to gather data from 200 participants, which was analyzed using
statistical tools. The chapter will summarize the key findings, draw conclusions based on these
findings, and offer recommendations for improving entrepreneurship education.
5.2 SUMMARY OF FINDINGS
The study revealed several important insights into the impact of entrepreneurship education on
self-efficacy and entrepreneurial intentions among graduates in Ghana.
Demographic Information: The sample was almost evenly split between males (49.5%) and
females (50.5%), with a diverse age range. This balance allowed for a comprehensive analysis of
gender and age-related variations in responses.
Availability of Entrepreneurship Courses: About 51.0% of participants had access to

entrepreneurship courses, while 49.0% did not. This indicates that while a majority of students
37
had some exposure to entrepreneurship education, a significant portion lacked these
opportunities, potentially affecting their entrepreneurial skills and preparedness.
Participation in Entrepreneurship Programs: 58.0% of respondents had participated in

entrepreneurship education programs. This relatively high participation rate suggests that
entrepreneurship education is a significant component of the academic experience for many
students.
Impact on Self-Efficacy: The quality of entrepreneurship education was rated variably, with
23.5% of participants feeling more confident in their ability to start and manage a business, while
20.5% strongly disagreed with this sentiment. Other aspects such as creativity development,
technical knowledge, and self-efficacy showed mixed responses, highlighting both strengths and
areas for improvement in entrepreneurship education.
Entrepreneurial Intentions: The responses regarding entrepreneurial intentions showed a range

of opinions. While 29.5% found a career in entrepreneurship attractive, others had varying levels
of interest and readiness to start their own businesses. This variability underscores the diverse
perspectives on entrepreneurship among graduates.
Gender Differences: The study found that 35.0% of respondents observed gender differences in
the outcomes of entrepreneurship education programs, while 33.5% did not, and 31.5% were
unsure. This indicates a significant level of uncertainty and highlights the need for further
investigation into how gender may influence the effectiveness of entrepreneurship education.
5.3 CONCLUSION
The study concludes that entrepreneurship education has a positive but uneven impact on
graduates' self-efficacy and entrepreneurial intentions. While many students benefit from the
confidence and skills gained through such programs, there are notable variations in the
effectiveness and perceived value of these educational experiences. The presence of gender
differences in outcomes suggests that tailored approaches may be necessary to address the
diverse needs of male and female students.
38
Overall, entrepreneurship education programs have the potential to significantly enhance
students' entrepreneurial skills and confidence, but there is room for improvement. The findings
suggest that more targeted and inclusive educational strategies could help address the gaps and
enhance the overall effectiveness of these programs.
5.4 RECOMMENDATIONS
Based on the study's findings, the following recommendations are proposed:
1. Enhance Course Accessibility: Institutions should strive to provide entrepreneurship

courses to a broader range of students. Ensuring that these courses are accessible to all
interested students, regardless of their prior exposure to entrepreneurship, could help
improve overall preparedness and entrepreneurial skills.
2. Improve Program Quality: The variability in the perceived quality of entrepreneurship
education indicates a need for program enhancements. Educational institutions should
continuously evaluate and improve their curriculum to ensure that it effectively builds
confidence, creativity, and technical skills necessary for entrepreneurial success.
3. Address Gender Differences: Given the observed gender differences in program
outcomes, it is essential to develop and implement strategies that cater to the specific
needs of different gender groups. This could involve tailored mentorship programs,
workshops, and support systems designed to address the unique challenges faced by male
and female students.
4. Promote Practical Experience: Incorporating more hands-on experiences, such as
internships and practical projects, into entrepreneurship education programs could
enhance students' real-world skills and confidence. Engaging with successful
entrepreneurs and mentors can also provide valuable insights and inspiration.
5. Conduct Further Research: Additional research is needed to explore the specific factors
contributing to observed gender differences and to assess the long-term impact of
entrepreneurship education on graduates' career outcomes. This can help in refining
educational strategies and ensuring that all students benefit equitably from
entrepreneurship programs.
39
6. Support Entrepreneurship Initiatives: Educational institutions and policymakers
should support initiatives that encourage entrepreneurship, such as start-up incubators,
funding opportunities, and networking events. These initiatives can provide students with
the resources and support needed to translate their education into successful
entrepreneurial ventures.
By implementing these recommendations, educational institutions and stakeholders can enhance

the effectiveness of entrepreneurship education, better support students in their entrepreneurial
endeavors, and ultimately contribute to the growth of the entrepreneurial ecosystem in Ghana.
5.4 RECOMMENDATIONS FOR FUTURE STUDY
Future research could benefit from comparative studies across various educational institutions,
both within Ghana and internationally, this will help identify best practices and variations in the
effectiveness of entrepreneurship education programs. This would provide a broader
understanding of what constitutes effective entrepreneurship education and its impact on
different populations.
40
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APPENDIX
QUESTIONNAIRE
This survey is conducted by a research student of Accra Technical University. The study seeks to
address “Entrepreneurship Education on Graduate’s Self-Efficacy In Ghana.”
Dear Respondent,
I am writing to ask for your help with my research on the Impact of Entrepreneurship Education
on Graduate’s Self-Efficacy in Ghana. I would be grateful if you could spare about 30 minutes to
answer a few questions on this research. Participation is voluntary. In the event that anything is
published from this research no information supplied will be identifiable to you since only
aggregated data will be reported in this study. It is expected that the findings of this research will
have implications for economic development, policy formulation and programme support for
Tertiary Institutions in Ghana.
Thank you for your valuable time and input
PLEASE TICK WHAT APPLIES
1. Have you participated in an entrepreneurship education program?

a. Yes [ ] b. No []
2. If No, please don’t proceed.
3. Gender:
a. Male [] b. Female []
4. Age:
a. 21-25 years []
b. 26-30 years []
c. 31-35 years []
5. Please indicate your level of education

a. HND []
b. Degree []
47
c. Graduate/ postgraduate []
6. Have you participated in any entrepreneurship education program during your academic
career?
a. Yes [ ] b. No [ ]
7. Have you had any opportunity to engage in any entrepreneurial activity?

a. Yes [ ] b. No [ ]
SECTION B: Entrepreneurship Education and Self-Efficacy
8. How would you rate the quality of entrepreneurship education you received?
a. Poor [] d. Very Good []

b. Fair [] e. Excellent []
c. Good []
9. Please indicate the extent to which you agree or disagree with the following statements
regarding your experiences in entrepreneurship education. (Please rate on a scale of 1 to 5, with
1 being strongly disagree and 5 being strongly agree)
Statement 1 2 3 4 5
I have gained confidence in my ability to start and manage my
own business through my entrepreneurship education
University education encouraged me to develop creative business
ideas
University presents useful knowledge about business including
technical (verbal and written communication, organisational
skills); and business management
Studies at the university develop self-efficacy necessary for an
entrepreneur (like Vicarious Experience and Social Persuasion
among others).
Discussions and group activities in entrepreneurship courses have
boosted my belief in my own capabilities.
48
SECTION C: Entrepreneurial Intentions
10. To what extent do you agree or disagree with the following statement, using a scale of 1 to 5
(1 being Strongly disagree and 5 being Strongly agree):
Statement 1 2 3 4 5
Being an entrepreneur will entail great satisfaction for me.
A career as entrepreneur is attractive to me.

Among various options, I would rather be an entrepreneur.
Being an entrepreneur implies more advantages than
disadvantages to me
If I had the opportunity and resources, I would like to start a firm
SECTION D: Gender Differences in Self-Efficacy

11. Have you observed any gender differences in the outcomes of entrepreneurship education
programs among your peers?
a. Yes [ ] b. No [ ] C. Not sure [ ]
12. If yes, please briefly describe the differences you have observed
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Thank You
49

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ACCRA TECHNICAL UNIVERSITY

IMPACT OF ENTREPRENEURSHIP EDUCATION ON GRADUATE’S

RHODA NAA AKU ACQUAYE

RESEARCH PROJECT REPORT/ THESIS Submitted to the

DEPARTMENT OF PUBLIC ADMINISTRATION & MANAGEMENT

In Partial Fulfillment of the Requirements for the

AWARD OF BACHELOR OF TECHNOLOGY (BTECH) DEGREE

NAME: RHODA NAA AKU ACQUAYE

INDEX NUMBER: 01221172B

DR. MRS. EMILIA OHENE-AFIYIE DATE

This thesis investigates the impact of entrepreneurship education on graduates' self-efficacy in

Keywords: Entrepreneurship Education, Self-Efficacy, Entrepreneurial Intentions, Gender

Table 4.1 Demographic Information of Respondents……………………………………………25

Table 4.7 Confidence in Starting and Managing a Business………………..………………….30

1.1 BACKGROUND OF THE STUDY

Entrepreneurship education is a multifaceted approach that goes beyond the traditional

1.2 STATEMENT OF THE PROBLEM

In Ghana, the influence of entrepreneurship education on graduates’ self-efficacy remains a

1.3 OBJECTIVES OF THE STUDY

1. To assess the relationship between entrepreneurship education and graduates'

1.4 RESEARCH QUESTIONS

1.5 SIGNIFICANCE OF THE STUDY

Understanding the impact of entrepreneurship education on self-efficacy can contribute to the

Entrepreneurship education encourages graduates to think creatively, identify opportunities, and

1.6 ORGANIZATION OF THE STUDY

2.2. THEORETICAL REVIEW

2.3 THEORY OF PLANNED BEHAVIOR

2.3.1 Theory of Planned Behaviour and Entrepreneurial Intention

2.4 EMPIRICAL REVIEW

2.5 CONCEPT OF ENTREPRENEURSHIP

2.5 ENTREPRENEURIAL SELF-EFFICACY

Entrepreneurial self-efficacy is crucial when deciding whether or not to become an entrepreneur.

2.6.1 Vicarious Experience

2.6.2 Social Persuasion

2.7 ENTREPRENEURIAL INTENTION AND SELF-EFFICACY

Self-efficacy is a term proposed by Bandura (1977), which is defined as an individual’s belief in

2.8 ENTREPRENEURIAL SELF-EFFICACY AND ENTREPRENEURIAL INTENTION

The study will be supported by the conceptual framework

Entrepreneurship Education Self-Efficacy

3.2 RESEARCH DESIGN

3.3 RESEARCH APPROACH

3.4 POPULATION OF THE STUDY

3.5 SAMPLING TECHNIQUE AND SAMPLING SIZE

3.7 DATA COLLECTION PROCEDURE

3.6.1 Data source

3.6.1.1 Primary data sources

3.7 ETHICAL CONSIDERATION

3.8 DATA ANALYSIS

FINDINGS AND DISCUSSIONS

4.1 DEMOGRAPHIC INFORMATION OF RESPONDENTS

Table 4.1 Demographic Information of Respondents

Item Frequency Percentage (%)

Female 101 50.5

Total 200 100.0

Age Frequency Percentage (%)

18 -21 years 30 15.0

22-25 years 24 12.0

26-30 years 42 21.0

31-35 years 25 12.5

Under 18 years 39 19.5