REFRAMING ENTREPRENEURSHIP EDUCATION: ASSESSING THE APPLICABILITY OF UNDERGRADUATE CURRICULUM TO START-UP FORMATION IN A NIGERIAN UNIVERSITY

Abstract

This study critically assesses the applicability of the undergraduate entrepreneurship curriculum at the University of Ilorin, Nigeria, in supporting start-up founders. It examines how entrepreneurship education translates into practical entrepreneurial outcomes and identifies gaps requiring curricular enhancement. A descriptive survey design was adopted. A random sample of 300 final-year undergraduate students participated by completing a structured questionnaire. Data were analysed using descriptive statistics (mean and standard deviation) to explore perceptions of business creation readiness, funding awareness, marketing strategies, digital business adoption, and ethical considerations. Findings indicate that while students possess a conceptual understanding of business planning, funding sources, and marketing strategies, significant gaps exist in the practical application of entrepreneurial skills. Misconceptions about risk-taking, short-term profit focus, and limited digital entrepreneurship literacy were identified. Although ethical awareness was moderately strong, students’ ability to leverage opportunities for sustainable business growth was constrained by insufficient experiential learning. Recommendations include integrating experiential learning components, strengthening entrepreneurial finance and marketing modules, promoting digital literacy, embedding ethics and social responsibility, and fostering stronger collaboration between academia and start-up ecosystems.
This study provides nuanced, context-specific insights into the entrepreneurship education–start-up formation nexus in an emerging economy. It highlights the pressing need for Nigerian and similar universities to transition from knowledge-based to action-driven entrepreneurial education models.