Innovative Pedagogies for Entrepreneurship Education

Inhaltsverzeichnis

1. Frontmatter

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2. 1. Bridging Gaps and Charting Directions: Innovative Pedagogies in South African Entrepreneurship Education

   • Open Access

   Thea van der Westhuizen

   Abstract

   This book provides fresh insights into entrepreneurship pedagogy by foregrounding innovative pedagogical practices emerging from the uniquely diverse landscape of South African higher education. Through detailed South African case studies, this book captures practical insights that extend beyond local relevance to inform and inspire educators across Africa and the broader Global South. The chapters span multiple academic disciplines and institutional contexts, offering interdisciplinary approaches that are adaptable across varied educational settings. Importantly, the pedagogical innovations showcased align with key global imperatives, particularly the United Nations Sustainable Development Goals (SDGs) related to quality education (SDG 4), decent work and economic growth (SDG 8), and reduced inequalities (SDG 10). As such, this volume serves not only as a scholarly resource but also as a strategic tool for institutions and policymakers committed to these global objectives. Structured to foreground clear teaching strategies, grounded examples, and actionable methodologies, this book addresses the practical needs of academics, trainers, and curriculum designers. Its educational orientation ensures that the insights provided are readily translatable into classroom practice and professional learning contexts, connecting theoretical insights with classroom practice in entrepreneurship education.

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3. Entrepreneurial Ecosystems in Higher Education

   1. Frontmatter

   2. 2. Empowering Youth Through Entrepreneurship Education: The Dut-Ngodini Bunduz Project

      • Open Access

      Thulile Promise Mofokeng, Nyane Ezekiel Macdonald Mofokeng

      Abstract

      In rural communities, where economic opportunities were frequently limited, youth entrepreneurship has emerged as a beacon of hope in addressing the pervasive challenges of poverty, unemployment, and social exclusion. The youth unemployment crisis in South Africa was severe, with over 60% of individuals under the age of 25 unable to secure employment. Graduate unemployment accounted for 9.8% of the total unemployed population, which was within the national rate of 32% (Statistics South Africa, 2024). This phenomenon was especially stark in rural regions like Ngodini and KwaZulu-Natal, where structural impediments, such as insufficient infrastructure, inadequate access to education, and dependence on informal sectors, exacerbated the issue. Against this backdrop, the DUT-Ngodini Bunduz Entrepreneurship Advancement Project, led by the Durban University of Technology (DUT), emerged as a transformative initiative. Launched within the ambit of DUT’s ENVISION2030 vision, the project sought to empower both local entrepreneurs and students by fostering a sustainable entrepreneurial ecosystem that aligned with multiple Sustainable Development Goals (SDGs), including decent work and economic growth (SDG 8), sustainable cities and communities (SDG 11), and life on land (SDG 15).

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   3. 3. Cultivating Innovative Entrepreneurial Mindsets Beyond the Books

      • Open Access

      Johan Gouws

      Abstract

      Entrepreneurship is not a concept that can be mastered through textbooks alone. While theoretical knowledge lays the foundation, true entrepreneurial ability is forged in the unpredictable, high-pressure realities of the business world. Entrepreneurs are truly made in moments of uncertainty (when the perfect plan unravels, when a last-minute critical change is needed, and when real customers demand real solutions).

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   4. 4. Fostering Entrepreneurial Mindsets in Medical Laboratory Science Through Work-Integrated Learning

      • Open Access

      Nokukhanya Thembane

      Abstract

      This study explores the integration of entrepreneurial thinking into Work-Integrated Learning (WIL) for Medical Laboratory Science (MLS) students, aiming to enhance their readiness for the evolving healthcare landscape. A sample of 65 students from a Biomedical Sciences program participated in the research, utilizing a five-point Likert scale questionnaire based on Kolb’s Experiential Learning Theory. Data analysis identified patterns across the four key phases of experiential learning: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. The findings highlight that while MLS students excel in technical competencies, there is a significant gap in advancing entrepreneurial skills. Concrete experiences centered on problem-solving, but opportunities for collaborative activities and exposure to entrepreneurial ecosystems were limited. Reflective practices, such as feedback and supervisor guidance, were crucial for student development, but the integration of entrepreneurial frameworks like Effectuation Theory and the Lean Startup Method into the curriculum was insufficient. The study suggests a comprehensive framework for incorporating entrepreneurial thinking into MLS education through WIL, emphasizing hands-on learning, structured reflection, and industry partnerships. The research advocates for the inclusion of entrepreneurial concepts in MLS curricula, enhancing students’ ability to innovate and address healthcare challenges. This approach not only strengthens their professional competencies but also equips them to drive healthcare innovation and societal impact.

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   5. 5. The UCT Genesis Project—Building Entrepreneurs for Africa

      • Open Access

      Stuart Hendry

      Abstract

      A global first in 1996, the UCT Genesis Project has seen more than 1700 students from seventeen countries across the world graduate with the competencies essential to becoming successful entrepreneurs. The Genesis Project is the core course and venture creation component of the Postgraduate Diploma in Entrepreneurship (PDE) offered by the Faculty of Commerce at the University of Cape Town (UCT). The PDE is an Honours-level (NQF 8) qualification, with a clear mandate ‘to develop outstanding entrepreneurial leaders who will go on to take their Genesis businesses forward at the end of the year or start their own new venture’. To graduate with a PDE, students are required to complete eight Honours-level courses, as well as their Genesis Project, which is in itself a credit-bearing course.

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   6. 6. Innovative Pedagogies for Developing Creativity in Business

      • Open Access

      David Priilaid

      Abstract

      Rationale: Within the span of a generation, the world has changed irrevocably and it is changing still. The change is relentless, dangerous even, seeking to overthrow all before it. Never before has business and civil society been so challenged to deal with the problems of change. For so many reasons, however, we are failing in this task. Though we see and sometimes comprehend the threats of change, corporately and individually, many seem unable to adapt to the times, incapable of reinvigoration.

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   7. 7. An Innovative Approach to Entrepreneurship Development at UWC

      • Open Access

      Vivienne Lawack, Jacob Cloete

      Abstract

      The world is rapidly changing, and developing countries like South Africa need innovative approaches to keep up with global developmental trends. Like many African countries, South Africa finds itself in a unique situation. Apart from keeping up with global developmental trends, it also has to pay attention to the legacies of colonialism and apartheid. For example, colonialism created an economy mainly used for raw materials.

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4. Innovative Pedagogies in Entrepreneurship Education

   1. Frontmatter

   2. 8. The Structured MEM: A Model for Innovative Engineering Entrepreneurship Education

      • Open Access

      Taryn Bond-Barnard

      Abstract

      This case study presents an innovative approach to postgraduate education through the structured Masters in Engineering Management (SU MEM) programme at Stellenbosch University. The programme is designed as a hybrid online learning experience, combining synchronous and asynchronous teaching to create a flexible and modern learning environment.

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   3. 9. Nurturing Entrepreneurial Minds: Exploring Innovative Pedagogies in South African Hospitality Education

      • Open Access

      N. C. Seabi

      Abstract

      This case study is based on an intervention that is embedded in an honors-level module, food service management systems. This module aims to equip students with the knowledge, attitudes, and skills needed to use management systems in the hospitality industry to boost revenue, fostering problem-solving and creativity in their application. This initiative seeks to address the lack of entrepreneurial skills in South African.

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   4. 10. Preparing South African Science Students as Innovators and Entrepreneurs

      • Open Access

      Karin Jacobs, Hanelie Adendorff

      Abstract

      In South Africa, our reliance on well-trained scientists is paramount in addressing pressing societal challenges such as the development of sustainable agricultural practices, combating hunger, ensuring access to clean water, and facilitating quality healthcare. These challenges are not only national priorities but also resonate with several of the United Nations Sustainable Development Goals (SDGs). Addressing most of these issues demand innovative, interdisciplinary approaches situated at the intersection of biology, engineering, and a deep understanding of microbiology. At Stellenbosch University (SU), the Microbial Ecology module (MKB364) responds to these challenges by offering senior undergraduate students an authentic Undergraduate Research Experience (URE). The module’s primary objective is to develop graduates who are not only technically proficient but also equipped with the curiosity, creativity, and identity as scientists that underpin meaningful innovation. In doing so, the module strongly supports SDG sustainable development goals (SDGs) 4 (Quality Education) by prioritizing inquiry-led learning; contributes to SDG 9 (Industry, Innovation and Infrastructure) through skills development and entrepreneurial exposure; and advances SDG 10 (Reduced Inequalities) through inclusive pedagogical design.

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   5. 11. Transformative Learning in Correctional Education: Fostering Economic Inclusion Through Entrepreneurship

      • Open Access

      Juan Ontong, Sher-Lee Fourie

      Abstract

      Transformative learning can occur in many settings; one of which is the correctional services environment, where incarcerated individuals may acquire skills and knowledge through various on-site programmes, as well as externally provided programmes by stakeholders. In the South African correctional services context, education is delivered through the Department of Correctional Services (2005) and various external service providers, such as faith-based organisations and other non-profit organisations (Aziz, 2021). Equipping incarcerated individuals with entrepreneurship knowledge could help them integrate into society and better understand the needs of their communities.

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   6. 12. Youth Entrepreneurship Development Through Design Thinking and Business Model Innovation

      • Open Access

      D. A. J. Dawie Bornman

      Abstract

      In recent years, the rise in uncertainty in youth employability has gone from worrisome to devastating. Even before the global Covid-19 pandemic, questions such as, ‘where will I find a job?’, ‘what skills do I need to succeed in today’s economic climate?’ or ‘how will I be able to make a living from my degree/diploma/course/academic programme?’ have been issues that young students struggle with.

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   7. 13. Innovative Teaching in Food Product Development and Entrepreneurship for Student Success

      • Open Access

      Maricel Krügel

      Abstract

      The world faces multiple challenges, including climate change, that are expected to affect food production, food security, and nutrition, while intensifying competition between food and non-food agricultural products. According to the Food and Agriculture Organization of the United Nations, the global population is projected to reach approximately 9.7 billion by 2050, requiring food production to increase by an estimated 50–70% to meet rising demand. Food manufacturers are therefore required to respond to evolving consumer expectations while developing innovative products that enhance market competitiveness. At the same time, the higher education sector in South Africa is under increasing pressure to respond to stakeholder demands and to produce graduates who meet industry expectations. The Department of Food Science at Stellenbosch University consequently faces the challenge of delivering graduates of sufficient quantity and calibre to support South Africa’s large, complex, and evolving food industry. Trial Design and New Product Development, a final-year module in the fourth year of the BSc Food Science degree, is intentionally structured as a capstone, project-based module that assesses multiple learning outcomes while providing students with insight into the complete food product development process, from farm to fork. By addressing both local and global food challenges, the module develops students’ entrepreneurial mindsets and problem-solving skills, enabling them to generate innovative, market-ready solutions to real-world sustainability issues. The effectiveness of the module is underpinned by collaboration between academic and technical staff and food industry professionals. A central feature of the pedagogical approach is the creation of a safe, experimental learning environment that encourages risk-taking, reframes failure as a learning opportunity, and fosters resilience and critical thinking. Collectively, these elements aim to develop engaged and confident graduates who are better equipped for successful entry into the food industry.

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   8. 14. Innovative Pedagogies for Entrepreneurship Education: Insights and Reflections from South Africa

      • Open Access

      Onica Thandi Matsheke

      Abstract

      Entrepreneurial education has seen significant growth in both local and international universities, indicating a significant focus on its development including higher education within South African context. However, there is still no universally accepted curriculum dedicated to aspiring entrepreneurs (Rasmussen & Sørheim, 2006). Solomon (2007) argues that the traditional teaching methods of creating business plans still serve as a foundation for teaching entrepreneurship and small business management, however, the focus should be on inspiring and enhancing entrepreneurial abilities to students. Anand et al. (2016) indicated that poor education programmes result in high unemployment rate.

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5. Entrepreneurship for Social And Economic Transformation

   1. Frontmatter

   2. 15. Cultivating Entrepreneurial and Other Related Critical Skills in Agriscience Students

      • Open Access

      Albert E. Strever

      Abstract

      This chapter outlines initiatives to cultivate entrepreneurial and other related critical skills in agriscience students. The case studies and related ecosystems contributed to enhancing efforts in the faculty towards improving the entrepreneurial mindsets of both academics and students. The interventions will not only be of benefit to the students currently in the departments where this is focused on, but also, through staff/academic involvement, it will enhance the general innovation and entrepreneurship culture in the faculty and wider in the university. The links created with other faculties or parties external to our faculty are valuable, and in effect create a much-needed ecosystem when entrepreneurship initiatives are integrated into current academic offerings or alongside it.

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   3. 16. Entrepreneurship Education for Sustainable Production of Bio-Based Products: A Case Study

      • Open Access

      Vhuhwavho Tshavhungwe

      Abstract

      Due to the unemployment rate in South Africa, it was decided to incorporate entrepreneurship in the assignment given to the students registered for FRT 3142, a module concerned with wood products manufacturing. The main aspects of the module deal with the processing of structural timber and composite products, which are produced mainly on a large scale, requiring a significant capital investment for log breakdown machinery, transportation, and labour. Students were given an assignment where the business-oriented questions were standardised but were assigned different products to investigate. The main question was structured as such: “You are about to start a business. As a forestry student, you have decided that your product will be made from wood or a forest-based resource/ingredient. For your assigned product, explain the steps you will take to make and sell the product”. Other questions involved students evaluating the resources and the feasibility of accessing such resources, such as startup capital and equipment, and assessing their potential customers. The assigned products, which could be produced on a small startup scale with less capital investment, were eucalyptus oil, pencils, toothpicks, chairs, chopping boards, pallets, logs houses, wine barrels, palm oil, rubber, hardwood tables, bamboo products, broomsticks, couches, charcoal, doors, windows, wine corks, woven baskets, and pellets. The students expressed that the presentations allowed them to learn about the different products that were not assigned to them. This was a success because the curriculum could not cover all the manufacturing of forest and wood products; however, the students educated each other through student presentations.

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   4. 17. Cultivating Change Agents: An Experiential Pedagogy for Social Entrepreneurship

      • Open Access

      Ruenda Loots

      Abstract

      This chapter explores the Diploma in Sustainable Development (Dip SD) at Stellenbosch University as an innovative model for developing social entrepreneurship through experiential learning. The Dip SD integrates interdisciplinary learning, constructive alignment, and place-based learning, to prepare students for South Africa’s complex socio-ecological landscape. By combining theory with hands-on practice, the programme focusses on developing entrepreneurial mindsets and resilience for volatile, uncertain, complex, and ambiguous (VUCA) futures.

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   5. 18. Effectiveness of Entrepreneurial Programmes as a Mitigating Strategy to Curb Unemployment: A Case Study of University of Limpopo Graduates

      • Open Access

      Kgahliso Maoto

      Abstract

      This case study investigates the effectiveness of entrepreneurial programmes in addressing graduate unemployment, with a specific focus on the University of Limpopo. The study employs a mixed-methods approach, combining surveys, interviews, and document analysis to comprehensively assess the impact of entrepreneurial education and initiatives on the employment outcomes of university graduates. Quantitative data from a stratified sample of graduates and faculty members reveal perceptions, attitudes, and experiences related to entrepreneurship programmes. Qualitative insights from in-depth interviews and focus group discussions shed light on the challenges and successes of these initiatives. Findings highlight the significant role played by entrepreneurial education in enhancing employability and fostering self-employment among graduates. The study underscores the importance of cross-disciplinary collaboration, industry partnerships, and curriculum alignment for effective entrepreneurship programmes. Recommendations are provided to further enhance the university's efforts in curbing graduate unemployment through entrepreneurial education.

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6. Leadership, Governance, and Policy in Entrepreneurial Universities

   1. Frontmatter

   2. 19. Bridging the Gap: Mapping Project Management Education to Graduate Employability and Entrepreneurship at the University of Cape Town (UCT)

      • Open Access

      Niall Naidoo, Alison Catherine Meadows

      Abstract

      This chapter examines the role of project management education in enhancing graduate employability and entrepreneurial capabilities through a detailed case study of the Strategic Project Management course at the University of Cape Town. Set against the backdrop of South Africa’s rising graduate unemployment—currently at 11.8%—the study addresses the persistent mismatch between academic training and labour market demands. Using a mixed-methods approach, it combines quantitative mapping of employability, entrepreneurship, and curriculum design variables across assessments with thematic analysis of student feedback. The findings reveal that the course successfully embeds core transversal competencies—such as communication, teamwork, decision-making, leadership, and self-efficacy—through a practice-based pedagogy grounded in real-world client engagement. Structured project templates, iterative feedback loops, and partnerships with companies like Procter & Gamble and Lindt provide authentic simulations of workplace demands. Quantitative results show that 100% of entrepreneurship and 93% of employability variables are addressed across the course, with Assignment 1 being the strongest integrator of entrepreneurial competencies. Over 80% of students reported increased confidence in professional capabilities, and qualitative feedback highlighted high engagement with experiential learning (19.6%), industry partnerships (17.4%), and outcome expectations (10.9%). Nonetheless, the study identifies critical gaps in reflective and metacognitive skill development, particularly in self-awareness, learning orientation, and improvisation, indicating the need for deeper integration of reflective pedagogies and personalised assessment strategies. The chapter proposes an integrative framework that combines project-based learning with entrepreneurial education to support sustainable employability. The course’s model offers a scalable blueprint for universities seeking to bridge the education-employment gap through collaborative curriculum design, industry-aligned assessments, and transformative teaching practices.

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   3. 20. Entrepreneurship Education in South Africa: Innovative Pedagogies for Sustainability and Grand Challenges

      • Open Access

      Karen Stander, Kagiso Mashego, Adedotun Adetunla

      Abstract

      Sustainable Development Goal (SDG) 4 calls for inclusive, equitable, and quality education while promoting lifelong learning opportunities for all. Addressing the grand challenges facing education requires higher education institutions to focus not only on content but also on students’ holistic development. We must cultivate students who can achieve strong educational outcomes despite structural and systemic challenges. This necessitates designing learning experiences with academic resilience in mind.

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7. Framing the Future of Entrepreneurship Education

   1. Frontmatter

   2. 21. Leading Entrepreneurship Ecosystems in Higher Education: A Case of Universities South Africa’s EDHE as an Ecosystem Coordinator and Enabler

      • Open Access

      Edwell Gumbo, Thea van der Westhuizen

      Abstract

      In a South African context, higher education is currently navigating a dynamic and complex landscape shaped by profound global, economic, and technological transformations. According to Mokoqama (2025), universities are increasingly compelled to respond to forces such as globalisation, technological advancement, rising unemployment, and enduring economic instability. These external pressures necessitate continual reinvention, as institutions grapple with the imperatives of digital transformation, evolving knowledge paradigms, financial sustainability, and the rising demand for lifelong learning. The nature and purpose of higher education are being fundamentally redefined in response to these multifaceted challenges, with significant implications for institutional goals, structures, and decision-making processes.

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   3. 22. Innovative Pedagogies Showcasing Excellence in University Entrepreneurship Learning and Teaching

      • Open Access

      Thea van der Westhuizen

      Abstract

      Entrepreneurial education has become a critical component of the higher education landscape, not only in South Africa but globally. The traditional models of education, which often focused on preparing students for employment in established fields, have been gradually supplanted by new pedagogical approaches aimed at fostering innovation, creativity, and self-employment. This shift is largely in response to rapid global economic changes, the digital revolution, and the pressing need for solutions to complex social and economic challenges.

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8. Backmatter

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