Entrepreneurial Education, Entrepreneurial Self-Efficacy, Entrepreneurial Intentions and Entrepreneurial Action Among University Students.
| dc.contributor.author | Kitamirike, Charles | |
| dc.date.accessioned | 2026-07-16T13:24:13Z | |
| dc.date.available | 2026-07-16T13:24:13Z | |
| dc.date.issued | 2025-10-31 | |
| dc.description | This is a master's thesis. | |
| dc.description.abstract | The purpose of this study was to examine the relationship between “entrepreneurial education, entrepreneurial self-efficacy, entrepreneurial intentions and entrepreneurial action” among University Students in Uganda with a case of Makerere University Business School. The investigation responds to the persistent challenge in Uganda of strong student entrepreneurial intentions that often fail to translate into tangible start-up activity, and so evaluates which educational and psychological factors predict action. A quantitative cross-sectional survey was administered to 181 sampled BESBM graduates; 170 completed questionnaires were analysed (response rate = 94%). Data were analysed using Pearson correlation and multiple linear regression in SPSS. Correlation results show positive, significant associations between entrepreneurial education and action (r = .462, p < .01), entrepreneurial self-efficacy and action (r = .430, p < .01), and intentions and action (r = .403, p < .01). Regression analysis (N = 170) indicates that entrepreneurial education (β = .261, p = .001), entrepreneurial self-efficacy (β = .240, p = .002), and entrepreneurial intentions (β = .184, p = .019) are all positive and significant predictors of entrepreneurial action; the model explains approximately 27.3% of the variance in action (adjusted R² = .273). Findings imply that strengthening experiential components of entrepreneurship programmes and targeted interventions to raise students’ entrepreneurial self-efficacy will more reliably convert intentions into action. The study concludes with specific, evidence-linked recommendations for curriculum design, mentorship and institutional support to increase graduate entrepreneurial engagement. It was therefore recommended that universities strengthen experiential learning, mentorship, and curriculum design to enhance entrepreneurial engagement. Further research using longitudinal designs was recommended to explore causal relationships over time. | |
| dc.description.sponsorship | Dr. Edith Mwebaza Basalirwa (Makerere University Business School) & Ms. Maureen Mukodha (Makerere University Business School) | |
| dc.identifier.citation | Kitamirike, C. (2025). Entrepreneurial Education, Entrepreneurial Self-Efficacy, Entrepreneurial Intentions and Entrepreneurial Action Among University Students. (Unpublished master's dissertation). Makerere University Business School, Kampala, Uganda. | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12282/5973 | |
| dc.language.iso | en | |
| dc.publisher | Makerere University Business School | |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | en |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | |
| dc.title | Entrepreneurial Education, Entrepreneurial Self-Efficacy, Entrepreneurial Intentions and Entrepreneurial Action Among University Students. | |
| dc.title.alternative | A Case of Makerere University Business School. | |
| dc.type | Thesis |