Moulding the Entrepreneurial Graduate in a Landscape of Competing Paradigms in Zimbabwe

Abstract

This research aims at exploring approaches for developing an entrepreneurial graduate in a landscape of competing paradigms. The research methodology used in this work is qualitative. Data from 84 people were collected through focus groups and in-depth interviews using the convenience sampling technique. The study found that there are two primary approaches used by university lecturers in teaching entrepreneurship education. The information demonstrates the frequency of using a particular teaching method at various universities. Lessons are given in both English and primary local languages, with notes written on a blackboard, taking into account the trainees' socio-economic and linguistic backgrounds. Another method that did not yield the expected results was experiential learning, which involves placing students in different enterprises. This was found to be ineffective because most of the students were engaged in unrelated tasks. The two approaches were not used in line with globally acknowledged and pedagogically acceptable approaches for imparting to pupils the necessary skills and characteristics to become future business owners in Zimbabwe and Africa's manufacturing sector