Why Some Undergraduate Students Are More Entrepreneurially Innovative than Others: Empirical Evidence from Nigeria

Abstract

University undergraduate students vary in the degree and nature of novelty that they bring to the business. Entrepreneurial innovativeness is very low among some undergraduate students despite undergone two semester course on entrepreneurship and other entrepreneurial activities on the campus. The purpose of this paper is to add to the entrepreneurial literature by providing some empirical insights that aid better understand the reasons behind the differences among undergraduate student on their entrepreneurial innovation. Hence, there is need to investigate why some undergraduate students are lagging behind in entrepreneurial innovation after undergone a course in entrepreneurship. This study provides empirical evidence on the emergence of entrepreneurial innovativeness among university undergraduates. The study is unique because, to the best of the researchers’ knowledge, no study exists on entrepreneurial innovation among undergraduate in Nigeria. Data used originated from empirical analysis of a student population of 3,024, 2017 final year undergraduates, sampled 383 students selected from Abubakar Tafawa Balewa University Bauchi, Modibbo Adama University of Technology Yola, and University of Maiduguri, all in north-eastern, Nigeria. The data were analysed by means of descriptive, correlation, and regression analysis. The findings suggest that entrepreneurial innovativeness depends on cultural factors. In particular, the findings indicate a positive correlation between all the variables (low power distance, individualism, low uncertainty avoidance, masculinity, and long-term orientation) on entrepreneurial innovation. The findings further indicate all the variables except individualism have a significant positive relationship with entrepreneurial innovation. Therefore, based on findings of the study, the researchers suggest that the culture of low power distance, low uncertainty avoidance, masculinity, and long-term orientation should be emphasised in the curriculum by the universities.