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Integration of the Entrepreneurship Component into undergraduate Curricula at the University of Zululand.

Nhlanhla B.W. Mlitwa (Mlita), Presilia Masamba University of Zululand, South Africa

Abstract As far back as the first university in Bolgna (11the century), higher education have always been seen as a vehicle for social, religious, legal and economic enlightenment. In effect, “a resurgence of economic activity” and the unprecedented rate of “urbanization” in Europe in the middle-ages (14th century), is appraised as direct impact of the university institution. For, it was in cities with closer proximity to universities in Germany, France and Italy that changes came faster, to a fasttracked transformation from a rural, into a dominant urban commercial Europe that we have come to know. A growing “capacity and willingness to develop, organize and manage a business venture along with its risks” (in order to make a profit) are the central elements of this economic enlightenment. Known as entrepreneurship – this spirit finds expression in innovation and calculated risk-taking, without which, economic success in competitive global markets becomes less likely. Hypothetically however, entrepreneurship appear to diminish from the mainstream curricula, but finding increased expression in curricula of major university business schools. In the light of the rising unemployment in the UniZulu neighboring region (Northern KZN), we became suspicious of the status-quo, and wanted to understand (i) the level to which entrepreneurship is accommodated in undergraduate curricula at Unizulu. We also wanted to understand (ii) how can exiting graduates be empowered to become generators rather than seekers of employment. In this quest, we analyzed undergraduate course prospectus across all faculties. Using mixed research methods, we analyzed how innovation and entrepreneurship risktaking were accommodated in each course. The findings show a bleak picture. At best, about half the modules presented analyzed, especially in the Faculty of Education and CAL, were purely business modules. They focused on developing the usual disciplinary business and accounting managerial knowledge. Often with less or no entrepreneurship focus. Some of these modules were shared between faculties e.g. ARTO112 is shared between Education and Science, while Education and CAL also shared CBMG301 and CBMG302 modules. At worst, very negligible modules with innovation and business risk-taking were discovered in our analysis of undergraduate curricula. We recommend a prioritization of the entrepreneurship platform in undergraduate curricula, research and technology transfer processes at UniZulu. Further, the faculty and graduate students’ research projects, including innovative outputs (with a potential market value) should be promoted. To this end, a revised entrepreneurship embedded curriculum, together with a framework for faculty and students’ start-up enterprises should be prioritized. Key Words: Entrepreneurial University; Entrepreneurship Platform; Research Impact; Theory & Practice Research; Student Entrepreneurship; Student Start-Up Enterprise; Entrepreneurial Curriculum

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Introduction

The view that entrepreneurship accelerates a sustainable employment generating economic growth – is generally held in political and in economic policy circles, globally [1]. Actually, it is a notion that entrepreneurial ventures are “key to innovation, productivity, and effective competition” [2] that has seen many governments encouraging a culture of entrepreneurship, with the development and support of the small, micro and medium enterprises (SMMEs) emerging as a popular model in the competitive economy of the 21st century. Unlike misperceptions from those who fear initiative, a sense of entrepreneurship and related is not inherited, but deliberately cultivated, both through education, training and mentorship and support. In effect, there is a wealth of anecdotal and scientific knowledge, to suggest that the entrepreneurship attitude “has nothing to do with the genes. It's a discipline, and, like any discipline, it is… learned. A longitudinal study over the period 1984-1995, by [4] further shows that successful “entrepreneurship can (and should) be taught, or at least encouraged, by entrepreneurship education”. Actually, that a positive co-relationship between a successful entrepreneurship trend, and deliberate efforts to induct the society across multiple educational levels, substantiates this point [5]. For, evidence of many entrepreneurship programs from as early as lower primary school, to high school educational levels emphasizes the significance of this phenomenon – be it referred to as enterprise education, entrepreneurship education, or startup education [6]. The South African economy has undergone limited growth, with a rising level of unemployment, both for the skilled and the unskilled potential labour force in the period 2009 to 2017. The challenge for universities therefore, is no longer limited to equipping graduates with skills to excel in the labour market, but also to be innovative as entrepreneurs and employment generators. The same logic has been adopted in university academic programs globally, with increasing trends reported as early as 1982 [7]. It is in this context that a motto of the University of Zululand, of “restructuring for relevance”, with a mission “to develop graduates that are globally competitive, relevant for the human capital needs of our country, by proving quality education which upholds high standards of research and academic excellence, is hereby critiqued” [8]. Within the context of entrepreneurship development, we explore the extent to which entrepreneurship education is embedded – and accommodated to the University curricula, so as to empower graduates with insight not only to be employment seekers, but also innovative employment generators. Proceedings of INTED2018 Conference, 5th-7th March 2018, Valencia, Spain

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Methodology

Since “prior entrepreneurial experiences” and a supporting educational message, strongly “influences people's attitudes towards starting their own business”, an element of exposure to entrepreneurship thought is necessary. Indeed, entrepreneurship or enterprise education, be it linked or distinct from general education, has a stronger impact on attitudes towards entrepreneurship [9];[10]. Even better if a balance is struck between theory and practice in a specific university academic program. We drew on the mission statement of the University of Zululand to devise this exploratory study on the readiness of the curriculum to empower university graduates for entrepreneurship. Using a content analysis method, we reviewed curricula of undergraduate courses offered across the 4 academic faculties of Arts, Education, Commerce & Law, as well as Science & Agriculture. We analyzed curricula content to explore the presence of entrepreneurship insight in the major and exit courses. Findings are outlined in subsequent findings section below.

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Findings

We identified key focus areas of each courses, with emphasis on key terms that point to entrepreneurships development, enterprise development, business start-ups, and related phases that may suggest a sense of entrepreneurship promotion. With the exception of business designated subjects very few courses were focusing on entrepreneurship development in this analysis. Text with limited aspects of relevance are present in red ink. The subject of entrepreneurship covers the basic theory of the discipline, with a business plan development as part of the exercise. The CBMG302 module, as the final year course is known, takes the student on a journey of discovering the history and development of entrepreneurial theory, and proceeds to the basic functions of entrepreneurs as business managers. Ultimately each student has to devise a business plan, which is the essence of planning for a new venture. [8]. The course however, remains a typical business module that is hardly campus-wide, and certainly, not focused on campus graduate empowerment. In essence, an extremely minimal to non-existent level of entrepreneurship focus could be noted in curricula. Instead, other than a limited mention of the term “entrepreneurship” it is a general business focus that is clearly embedded in curricula. For example, different subjects would make mention of a need to establish “tourism related business”; general understanding of “basic management principles” – with no specialized focus on the how. Findings are outlined in tabular formats in subsequent pages. Proceedings of INTED2018 Conference, 5th-7th March 2018, Valencia, Spain

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Table 1: Entrepreneurship & Innovation Modules in the Faculty of Education Module Code

Module Name

Purpose of the Module

Content /Instruction Content: Reasons for Interpretation Trade; supply side analysis; demand side analysis; integration of demand and supply. International payments: International economic integration: theory of customs union, market expansion, scale benefits and competition savings, investment and risks; labour, natural resources and entrepreneurship; regional economic integration. International Trade Policy: importance of International Trade Policy; the General Agreement on Tariffs and Trade; South African Trade Policy; reform of International Trade Policy. Instruction: Will be conducted through lectures and activities, independent and group school school/work based activities. None

1

EESE412

Economics Education

To enhance students’ understanding of theory and practical interplay of Economic phenomena in the subfield of International Trade.

2

ARTO112

Business Tourism & Entrepreneurship

3

CBMG301

Business Management 3A

4

CBMG302

Entrepreneurship

5

ESMA111

Mathematics 1A (Algebra)

This module aims at equipping students with basic knowledge and skills on establishing different types of tourism related businesses. Module offers in-depth insight on the evolution of management, and the importance of strategic planning and implementation, how decisions are made. It deals with an intensive analysis of the business environment and management principles. This module takes the student on a journey of discovering the history and development of entrepreneurial theory, and proceeds to the basic functions of entrepreneurs as business managers. Ultimately each student has to devise a business plan, which is the essence of planning for a new venture. To enable students to learn, update, enrich and supplement their existing knowledge and competence in line with the national curriculum

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None

None

Content: Working with numbers: types of numbers, BODMAS, directed numbers, sequences, fractions, percentages, units of measurements and unit conversions (length, mass, time, volume etc.), ratio and proportion. Exponents: meaning of exponent, basic operations, negative and fractional exponent, zero as an exponent standard form. Algebra: language of

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6

EESE112

Economic and Management Sciences 1B (Business Management)

7

EESE211

8

EESE311

Economic and Management Sciences 2A (Economics) Economic and Management Science Method

9

EESE312

Economic and Management Sciences Method

The module focuses on competency, knowledge & skill appropriate to master the specialization.

10

EESB411

Business Management

Module focuses on accounting competency development and of being well-grounded in the knowledge, skills, values, principles, methods and procedures relevant to the discipline,

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This module is to help you as a first year student teacher to gain understanding of Basic Business Management Principles and appropriate terminology used in the field of commerce. Enhance competencies on General Business Management principles. The module focuses on knowledge, skills, values, principles, methods and procedures relevant to the discipline, subject learning area, phase of study, occupational practice. Module focuses on accounting competencies, knowledge, skills, values, principles, methods and procedures relevant to the discipline, subject learning area, phase of study, professional or occupational practice.

algebra, evaluating algebraic expression, changing the subject of the formula, solving linear equations, constructing equations and formulae, simplifying algebraic fractions. Financial mathematics: factors involved in running a business, recipes, income and expenditure, electricity and water billing systems, buying price, selling price, profit margins, preparing a budget. Instruction: Instructional methods include lectures, group discussions, independent learning and research/study projects Content: Introduction to general management, planning in Management, organizing in management, leading in management, control in management, selection and development of product mix. Instruction: Instruction methods include lectures, classroom-based reflection, readings, discussions, presentations, collaborative learning. Content: Role of Accounting in business. Accounting Equation. Accounting Principles. Ledger Accounts. Accounting Cycle Instructions: Will be conducted through lectures and activities, independent and group school / work based activities. Content: Accounting Learning Programme Development. Accounting Lesson Planning. Teaching of the Analysis and recording of business transactions. Teaching of Trial Balance. Teaching of Closing Entries. Teaching of Special Journals. Teaching Accruals (and reversing entries), and evaluating in Accounting. Instructions: Will be conducted through lectures and activities, independent and work based activities. Content: Didactic Principles/ Principles of Teaching and Learning in the Economic and Management Sciences. Evaluation/ Assessment in Economic and Business Management. Specific Teaching Methods for Economic and Business Management. Use of Teaching Aids/ Learning and Teaching Support Materials. Questioning during the Lesson. Instruction: Will be conducted through lectures and activities, independent and group school / work based activities. Content: The problem of Productivity in South Africa. The Business Enterprise as an Object of Study. The Enterprise and Business Environment. Management of Small and Mediumsized Enterprises (SMEs), and in the International Environment.

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subject learning area, phase of professional or occupational practice.

study,

11

CBMG101

Business Management 1A

12

CBMG102

Business Management 1B

13

ESMB311

Method of Business Management

14

ESMB312

Method of Business Management

The module introduces the students to principles of educative teaching and learning as adapted for business management studies.

15

EMBS00A

Method of Business Studies

None

16

EMBS00B

Method of Business Studies

None

17

EMAC00A

Method of Accounting

None

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Module introduces principles of business management in the South African business environment. A value chain approach is followed in this module. Module CBMG 102 presents the primary business activities of the organisation. The module serves as a continuation of the basic management themes and principles introduced in module CBMG 101. The module focuses on the primary business activities in terms five functional areas of a business. The module introduces the students to principles of educative teaching and learning as adapted for business management studies.

Instruction: Will be conducted through lectures and activities, independent and independent and group school school/work based activities None

None

Content: Relationship among the Commercial Subjects. Learning Programme Development in Business Management. Didactic Principles/ Principles of Teaching and Learning in the Business Management. Questioning During the Lesson. Instruction: include lectures, presentations, class discussions and independent learning and research. Content: Heuristic Methods in the Teaching of Business Management. Assessment in Business Management. Use of learning and Teaching Support Materials in Business Management. Instruction: lectures, class discussions and independent learning and research. Content: The study of the module includes: 1 Relationship among the Commercial Subjects 2 Programme Development in Business Management 3 Educational (T&L) Didactics in Business Management 4 Questioning During the Lesson Content: The study of the module includes: 1 Heuristic Methods of Business Management teaching 2 Assessment in Business Management 3 Teaching Aids & Support in Business Management 4 Subject Organisation in Business Management Content: The study of the module includes: 1 Accounting Learning Programme Development 2 Accounting Lesson Planning

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18

EMEM00A

Method of Economic and Management Science

None

19

EMEM00B

Method of Economic and Management Science

None

20

EMEC00B

Method of Economics

None

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3 Analysis & Recording of Business Transactions (teaching) 4 Teaching of Trial Balance 5 Teaching of the Closing Entries 6 Teaching of Special Journals 7 Teaching the Financial Statements Content: 1 Accounting Learning Programme Development 2 Accounting Lesson Planning 3 Analysis and Recording of Business Transactions (teaching) 4 Teaching Trial Balance 5 Teaching of the Closing Entries 6 Teaching of the Special Journals 7 Teaching of Depreciation 8 Teaching Accruals (and reversing entries) 9 Testing and Evaluating in Accounting Content: 1 Didactics in the Economic & Management Sciences 2 Assessment in Economics & Business Management 3 Pedagogy for Economics & Business Management 4 Use of Teaching Aids/ Support Materials 5 Questioning During the Lesson Content: 1 Relationship between Commercial Subjects 2 Programme Development in Business Management 3 Didactics in Economics 4 Questioning During the Economic Lesson

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Table 2: Entrepreneurship & Innovation Modules in the Faculty of Science Module

Module Name

Aim/Purpose of the Module

Content /Outcomes

1

SAAE312

Entrepreneurship, Coops and other forms of Business ownership

To increase students basic understanding of entrepreneurship, the discipline and opportunities to cultivate a problem solving approach and, to promote entrepreneurship. This module seeks to equip students with an awareness of the different types of business ownership that exists in South Africa. Seeks to equip students with insight of cooperatives in agriculture.

Content: Entrepreneurship and economic development; Success and failures of entrepreneurs; Personality traits of entrepreneurs; The business environment; Macro Environment; Micro Environment; Producer and consumer behaviour in a market economy; Elementary theory of demand & supply; Accountability of members of each business type; Modern cooperative principles; Services and types of cooperatives. Outcomes: Graduate should Understand the entrepreneurship concept, and how the environment, consumer and producer markets affect the enterprise. Graduate should have an awareness of the different types of business ownership in South Africa, and the legal process to follow when establishing a co-op;

2

ARTO112

Business Tourism & Entrepreneurship

None

3

SHMM 311

Hospitality management 3 – Entrepreneurship

This module aims at equipping students with basic knowledge and skills on establishing different types of tourism related businesses. None

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None

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Table 3: Entrepreneurship & Innovation Modules in the Faculty of Arts Module Code

Module Name

Purpose of the Module

Business Tourism & Entrepreneurship Business Studies 1B

Module aims to equip students with basic knowledge and skills on establishing different types of tourism related businesses. Module provides students with the skills to manage or start up a small business. It is intended to provide students with an understanding of the relationship between business and the public. Module seeks to increase entrepreneurship insight and how it relates to community development. Content: includes entrepreneurship in community development, business planning; reasons for small businesses success and failure; idea feasibility; business finance; The Business Game – a training Tool. This is a commerce module students are taught entrepreneurial skills as well as business plan writing Teaches Advertising and Marketing within Public Relations. It presents advertising as the paid, public, non-personal announcement of a persuasive message, and Marketing as the systematic planning, and control of a mix of business activities to bring together buyers and sellers for the mutually advantageous exchange or transfer of products. This module provides students with the skills to understand media relations, analyse public relations problems, plan, implement and evaluate public relations campaigns, and to distinguish between public relations practice in business, government and non-profit organisations. Teaches the purpose of Advertising and Marketing within the scope of Public Relations. The non-personal presentation or promotion by a firm of its products to its existing and potential customers. To provide students with an overview of hospitality services, expectations of the industry in provision of quality services.

1

ARTO112

2

ACOM341

3

ASWK 312

Social Development for Social Service Professions

4

CBMG3023

5

ACOM172

Business Management 3B Marketing and Advertising 1C

6

ACOM312

Public Relations 2A

7

ACOM321

Marketing Advertising 1

&

8

SCHT111

Introduction Hospitality Management

to

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Content/Instruction None None

None

None None

None

None

Content: Hospitality services and Hotel business development. Introduction to food and beverage services, Restaurant business operations, Accommodation management, guidelines on housekeeping materials, selection and maintenance, housekeeping staff and responsibilities.

Table 4: Entrepreneurship & Innovation Modules in the Faculty of Commerce, Administration and Law Module

Module Name

1

CBMG302

Entrepreneurship

2

CFBX001

Commerce Foundation Business Management 001

3

CLAW102

4

Aim/Purpose of the Module

Content

The module teaches the history and development of entrepreneurial theory, and proceeds to the basic functions of entrepreneurs as business managers. Each student devises a business plan, for a new venture. This module introduces students to business management principles, and role of business in society. Students learn entrepreneurship with the idea to inspire their entrepreneurial potential; establishing a new business and designing a business plan. Other topics include micro and macro the business environment, corporate social responsibility and the management processes of planning, organising, leading and control.

None

Commercial Law B

The module teaches different aspects of Company Law and close corporations, BEE matters in business, franchising, corporate governance issues, winding up and judicial management.

None

CFAE001

Foundation Economics 1A

This module deals with the choices that individuals and businesses make, how those choices interact in markets and the influence by government.

None

5

CFBCX02

Business Calculations 1B

Business Calculations 1B equips students with the skills to perform basic mathematical, financial and statistical calculations in the accounting, economics and business environment. It seeks to offer a solid foundation in financial mathematics and statistics as a basis for more advanced finance and statistics.

None

6

CFBX002

Business Foundation Business Management 002

Module is a continuation of CFBX. Students learn the different aspects of business management functions. Content: financial management (sources and applications of finance, liquidity, solvency and profitability, marketing, operations, human resources, purchasing and logistics management.

None

7

CBMG301

Business Management 3A

Module involves an in-depth understanding of the evolution of management, and the importance of strategic planning and implementation, how decisions are made. This module also deals with an intensive analysis of the business environment and management principles.

None

8

CBMG102

Business Management 1B

Module extends the basic management themes and principles introduced in module CBMG 101. Content: The primary business activities in terms five functional areas of a business.

None

9

CBMG101

Business Management 1A

Module introduces general business organisations management principles in the South African environment. Describes the management of resources and activities to enable profitably. A value chain approach is followed in this module. The value chain distinguishes between two major types of activities, namely primary and support business activities. This module deals with the support activities in terms of the business world and the place of the business organisation and management. Module CBMG 102 presents the primary business activities of the organisation.

None

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None

10

CLLB202

Company Law for Accountants

Module focuses on the principles of the Companies Act, the Auditing Profession Act, corporate governance and professional conduct. It prioritises understanding of business compliance to the Companies Act, and sound principles of corporate governance. It also exposes learners to auditors’ code of Professional conduct in terms of the Auditing Profession Act.

None

11

CAUB201

Understanding Business

Module offers the foundations of business and management through readings, case studies and a group project. There is emphasis on improving students’ reading and comprehension abilities, enhancing necessary pervasive skills essential to being accounting professionals and instilling in them personal attributes such as discipline, responsibility and diligence.

None

12

CAFA102

Financial Reporting 1

Introduces specific accounting standards for some sections, and the preparation of annual financial statements for various forms of business entities: Companies, Partnerships and close corporations, as well as the analysis of annual financial statements is also covered.

None

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Conclusion & Recommendations

This document had focused on modules at the undergraduate level which offer courses that pertain to entrepreneurship (also paying attention to those that have to do with business practices) and innovation. Most of the modules presented in this document are entrepreneurship courses with an element of business studies involved as well. About half the modules presented in this document, especially in the Faculty of Education and CAL are purely business modules and focus on teaching students about business and accounting practices at the managerial level. Some of the modules are shared between faculties e.g. ARTO112 is shared between the Faculty of Education and Science, while the Faculty of Education and CAL share CBMG301 and CBMG302 modules. After a thorough search, no undergraduate modules were discovered which have to do with innovation. It is possible that this may be present in undergraduate modules but under a different name or may be included as a sub-topic or task in certain modules. Based on the search made however, no undergraduate modules reflected the subject topic. A renewed focus on entrepreneurship promotion, to ensure that the curricula goes beyond the perfection of specialization knowledge – but also to encourage a sense of entrepreneurship among graduates, is encouraged on UniZulu Major courses. Given the urgency of the subject, we recommend a prioritization of the entrepreneurship platform in undergraduate curricula, research and technology transfer processes at UniZulu. On research the faculty member and graduate students’ research projects, outputs with innovative solutions to local needs (with a potential market value), should be promoted. A revised entrepreneurship embedded curriculum, together with a framework for faculty and students’ start-up enterprises should be prioritized. At the very least, we would go as far as to suggest a one stop entrepreneurship course to be development and made available as a compulsory elective in most innovative disciplines.

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