The Role of Mindset Change, Identity, and Theory-Practice Interplay in Shaping Student Entrepreneurship Value Chain in Tanzania

Historically, there was a belief that one could not learn to become an entrepreneur. Some people strongly believed that entrepreneurs are born with such talents. Today, looking at how entrepreneurship thinking is creeping into curricula from primary schools to university, there is a strong belief th...

Full description

Saved in:
Bibliographic Details
Published inAfrican Journal of Innovation and Entrepreneurship (AJIE) Vol. 3; no. 2; pp. 255 - 273
Main Authors Wilson Ndyetabula, Daniel, Andrew Temu, Anna, Jull Sorensen, Olav
Format Journal Article
LanguageEnglish
Published London Adonis & Abbey Publishers Ltd 01.08.2024
Subjects
Action research
Classrooms
College students
Colleges & universities
Curricula
Data collection
Developing countries
Education
Elementary schools
Entrepreneurs
Entrepreneurship
Entrepreneurship education
Identity
Knowledge
LDCs
Learning
Research design
Startups
University students
Value chain
Tanzania
Online AccessGet full text

Cover

More Information
Summary:Historically, there was a belief that one could not learn to become an entrepreneur. Some people strongly believed that entrepreneurs are born with such talents. Today, looking at how entrepreneurship thinking is creeping into curricula from primary schools to university, there is a strong belief that entrepreneurship can be nursed and, to some extent, learnt. It is true that people cannot become entrepreneurs through studies alone. Practice and experiential knowledge are crucial and even more crucial is the interplay between theoretical reflection and practical experiences. In the context of a developing country, there often is a sharp distinction between these two categories of learning, although both are important. Considering the importance of both categories of learning, this study explored the entrepreneurial value addition process among university students in efforts to contribute to the emerging mission of creating future job creators from universities. It is apparent from this study that, as university students learn to become entrepreneurs, they become value added in terms of entrepreneurial traits, intents, and behaviours in connection to past histories. Most importantly, mindset, identity, and theory-practice interplay have been found to highly influence students’ entrepreneurship process.
ISSN:2753-3131
2753-314X
DOI:10.31920/2753-314X/2024/v3n2a12