Abstract
<p><strong>Background:</strong> Entrepreneurship education interventions are deemed effective when they enhance interns’ entrepreneurial intent (EI) and entrepreneurial self-efficacy (ESE). Notwithstanding the emergence of internship as an experiential learning approach in entrepreneurship education, evidence about their potential to foster EI and ESE lacks systemisation.</p><p><strong>Aim:</strong> The aim of this study was to determine whether internships enhance EI and ESE. Furthermore, to what extent South African tertiary institutions include internships in their entrepreneurship and management curricula and the obstacles to such inclusion.</p><p><strong>Setting:</strong> South Africa has made a concerted effort to insert an entrepreneurship component across tertiary curricula. The evolution of this entrepreneurship component to experiential learning approaches is, however, unclear.</p><p><strong>Methods:</strong> A qualitative research approach was followed. Firstly, it reviewed empirical evidence for the positive relationship between internships and EI and ESE. Secondly, it conducted a survey of entrepreneurship and business management programmes at all 23 South African tertiary institutions and content analysed the retrieved information to determine whether such programmes include internships. Finally, 10 experts were interviewed to unveil the constraints inhibiting the inclusion of internships in tertiary curricula.</p><p><strong>Results:</strong> The results revealed empirical support for the positive influence of internships on both EI and ESE. Significant lack of inclusion of internships in tertiary curricula in South Africa emerged, owing mainly to administrative issues, curriculum re-design challenges, and lack of mentoring capacity.</p><p><strong>Conclusion:</strong> Tertiary-level entrepreneurship education programmes should include an internship component. The paper suggested that tertiary institutions pilot-test the inclusion of internships with a small number of students and a selected cohort of small business owners.</p>
Highlights
The impact of entrepreneurs, entrepreneurship and small business on economic growth and development is well researched and documented (Kibassa 2012:158; Mlatsheni & Leibbrandt 2011:120; Thurik et al 2008:673)
Viviers et al (2013:10) indicate that there is a shift in favour of entrepreneurship as a career choice 5 years after graduation. These findings indicate that individuals undertaking entrepreneurship education develop entrepreneurial intent (EI), but they wish to start a business only in the medium term
The review of empirical literature conducted in this paper reveals that there is support for the proposition that internships as a form of experiential learning enhance students’ EI (P1)
Summary
The impact of entrepreneurs, entrepreneurship and small business on economic growth and development is well researched and documented (Kibassa 2012:158; Mlatsheni & Leibbrandt 2011:120; Thurik et al 2008:673). For the economic potential of entrepreneurship to materialise, entrepreneurship has to be encouraged, by motivating individuals to become entrepreneurs and equipping them with the right skills to turn ideas into opportunities, and opportunities into successful ventures (Peltier & Scovotti 2010:515; Volery et al 2013:429). Experience and the influence of teachers, parents, mentors and role models all play a role in shaping the development of entrepreneurs (Peltier & Scovotti 2010:515; Volery et al 2013:429). Notwithstanding the emergence of internship as an experiential learning approach in entrepreneurship education, evidence about their potential to foster EI and ESE lacks systemisation
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The Southern African Journal of Entrepreneurship and Small Business Management
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
