Abstract
Traditional methods of teaching entrepreneurship in universities involves more theoretical approaches which are less effective in motivating considerations for an entrepreneurship career. This owes to the fact that such techniques essentially make students develop a dormant attitude rather than active participation. Expert views suggest that experiential entrepreneurship teaching methods in universities which involve practical activities and active participation can be considered salient to students’ development of entrepreneurial interest an business startup potentials. This present study presents data on the extent to which experiential teaching methods in entrepreneurship adopted by Nigerian universities stimulate students’ entrepreneurial interest and business startups. Data have been gathered following a descriptive cross-sectional quantitative survey conducted among university students (N = 600) of four selected institutions in Nigeria offering a degree programme in entrepreneurship. Hierarchical Multiple Regression Analysis was used in confirming the hypothesis proposed in the study using the Statistical Package for Social Sciences (SPSS) version 22.The findings from the analysis showed that the adoption of experiential practical activities considered as best practices in entrepreneurship teaching in Nigerian universities can stimulate students’ interest and drive for engaging in business start-up activities even as undergraduates. The field data set is made extensively available to allow for critical investigation.
Highlights
Hierarchical Multiple Regression Analysis was used in confirming the hypothesis proposed in the study using the Statistical Package for Social Sciences (SPSS) version 22.The findings from the analysis showed that the adoption of experiential practical activities considered as best practices in entrepreneurship teaching in Nigerian universities can stimulate
The analysis showed that entrepreneurial interest was able to predict 38.5% variance in students’ business startups over and beyond the effects of experiential teaching methods in entrepreneurship (R2 1⁄4 .385, F [1, 562] 1⁄4 181.753, p o .05)
The data presented was based on a study to examine the effect of experiential teaching methods and university entrepreneurial interest on students’ business startup
Summary
The data presented revealed that experiential methods in entrepreneurship stimulate students’. The data showed that experiential approaches are suitable in teaching entrepreneurship to university students. The results of this study can be used to improve teaching and learning practices in university entrepreneurship education. The data for this research was collected from university students in four selected Nigerian institutions offering a degree programme in entrepreneurship. The focus of this study was to assess the degree to which exposure to nontraditional teaching methods impacts on students’ entrepreneurial interest and expression of entrepreneurial intentions in the Nigerian university context. Copies of questionnaire were distributed to collect quantitative data on the relationship between nontraditional teaching methods, entrepreneurial interest and business startups. The test to determine the internal consistency of the research instrument was conducted on the retrieved copies of questionnaire with the aid of the Cronbach Alpha Reliability procedure (Tables 2 and 3). The result indicated that the instrument had a good internal consistency based on the Cronbach Alpha Coefficient value reported at .856
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