Social Cognitive Career Predictors, Entreprenology and Entrepreneurship Education Among Undergraduate University Students in Kenya

Abstract

Research in entrepreneurship education is dynamic owing to the fact that it has a myriad of dimensions and faces. However, learning theories like social cognitive theories have not gained noteworthy or increased attention in the entrepreneurship education community. Grounded by the Social Cognitive Career Theory, the main objective of this study was to ascertain the connection shared by social cognitive career predictors, entreprenology and entrepreneurship education as a specialization among undergraduate students within universities in Kenya. The specific objectives of this study were to determine the role of self-actualization on entrepreneurship education specialization among undergraduate students within Kenyan Universities; establish the role of scholarly ambition on entrepreneurship education specialization among undergraduate students within Kenyan Universities; determine the influence of availability of job opportunities on entrepreneurship education specialization among undergraduate students within Kenyan Universities; investigate the role of field attractiveness on entrepreneurship education specialization among undergraduate students within Kenyan Universities; establish the mediating effect of entreprenology on the relationship between social cognitive career predictors and entrepreneurship education specialization among undergraduate students within Kenyan Universities. The study was designed as a descriptive survey, correlation quantitative research. The target population was sourced from 9 Kenyan chartered universities that offer entrepreneurship among available specialization options. The study population of 2,043 students was drawn from 3rd year undergraduate business students who had already selected their areas of specialization. A sample of 280 out of the 327 targeted students that participated in the research. Questionnaires were the primary data collection instrument. The collected data was modeled, regressed hierarchically and analyzed using SPSS version 24. It was found that self-actualization and scholarly ambition had an inverse and significant relationship with entrepreneurship education. Job availability and field attractiveness had a positive and significant relationship with entrepreneurship education. Entreprenology was found to have a full mediating and significant effect on entrepreneurship education. From the findings, it was recommended that demystification of entrepreneurship to students was necessary for them to appreciate its utility while setting their lifelong personal and academic goals. Contextual supports from educators, parents, institutions and government agencies should be made available for students willing to pursue entrepreneurial careers so as to increase and develop entrepreneurial self-efficacy.