Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.

2%& 2'13

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The Scottish University Level Entrepreneurship Education Initiative: Lessons for Ghana in Dealing with Graduate Unemployment
(ic)ard *osu1+ (ic)ard Effa) ,oateng2 1. -epart.ent of /ccountanc0& Sc)ool of ,usiness and 1anage.ent Studies& /ccra Pol0tec)nic& P. #. ,o2 3P 541/ccra& 3)ana 2. 5o..ercial -epart.ent& Sc)ool of ,usiness and 1anage.ent Studies& Sun0ani Pol0tec)nic& P. #. ,o2 33'& Sun0ani& 3)ana + E-.ail of t)e corresponding aut)or6 7ofifosu80a)oo.co. A stract 9)e ai. of t)e stud0 was to in:estigate entrepreneurs)ip education at t)e uni:ersit0 le:el in Scotland and lessons 3)ana could learn fro. t)eir e2perience in sol:ing graduate une.plo0.ent. 9)e .ain data used for t)e stud0 was pri.ar0& collected t)roug) inter:iews wit) si2 acade.ics in:ol:ed in uni:ersit0 le:el entrepreneurs)ip education at four uni:ersities in Scotland. ;ualitati:e approac) was used for t)is researc) so as to )a:e a first)and perception of acade.ics on t)e entrepreneurs)ip education at t)e uni:ersit0 le:el. Scottis) Enterprise is using entrepreneurs)ip education at t)e uni:ersit0 le:el as a polic0 strateg0 for increasing <usiness <irt) rate a.ong Scottis) uni:ersit0 graduates. It clearl0 e.erged fro. t)e perspecti:e of acade.ics t)at entrepreneurs)ip education at t)e uni:ersit0 le:el cannot significantl0 lead to <usiness start-ups and t)erefore cannot <e used as a strateg0 for self-e.plo0.ent a.ong graduates. It <eca.e t)erefore e:ident t)at entrepreneurs)ip education cannot <e used as a sole strateg0 for sol:ing une.plo0.ent= it can t)oug) e>uip students wit) so.e e.plo0a<ilit0 s7ills. 9)e lessons t)at 3)ana can learn fro. t)e Scottis) e2perience is t)at entrepreneurs)ip education could e>uip students wit) so.e enterprise s7ills (w)ic) are needed <0 e.plo0ers in 3)ana t)at would .a7e t)e. e.plo0a<le& t)ere<0 contri<uting to sol:ing graduate une.plo0.ent in 3)ana. !eywords6 enterprise and entrepreneurs)ip education& uni:ersities& une.plo0.ent& Scotland& 3)ana& graduates. "#$ Introduction 1.1 Background of the Study: Graduate Unemployment in Ghana #ne of t)e <iggest pro<le.s facing t)e 3)anaian econo.0 is une.plo0.ent a.ongst t)e 0out). It is )owe:er interesting to note t)at t)ere are no official statistics on t)e une.plo0.ent situation in t)e countr0. 9)e situation as at 2''1 according to unofficial une.plo0.ent statistics& was 2'.3?. (Prospects.ac.u7 /utu.n 2''3 #pportunit0 International /ustralia stated t)at t)e rate was 2'?= and Inde2 1undi ('2@'A@2''5 also ga:e t)e sa.e rate. (egarding t)e actual une.plo0.ent rate a.ong graduates t)ere are :ar0ing perceptions and t)ere )as not <een .uc) researc) in t)e area to find out t)e realit0. 9)e onl0 specific report on it is t)e sur:e0 conducted <0 -r. Bwa<ia ,oateng C Professor #fori-Sarpong of Dni:ersit0 of 3)ana. (,oateng and #fori-Sarpong& 2''2612 . /ccording to t)is stud0 .an0 e.plo0ers assert t)at t)e pro<le. of graduate une.plo0.ent is due Eto low go:ern.ent de.and for graduate la<our& low producti:it0 of recent graduates& and lac7 of career counselling and guidance for studentsF. (,oateng and #fori-Sarpong 2''26%% . 9)e 1inistr0 of Education conducted a sur:e0 in 1AA4 Gto e2a.ine t)e la<our .ar7et e2perience of wor7ers w)o graduated fro. t)e Dni:ersit0 of 3)ana& Dni:ersit0 of 5ape 5oast& and Bwa.e N7ru.a) Dni:ersit0 of Science and 9ec)nolog0& Bu.asi& <etween 1A!5 and 1AA%H wit) t)e o<Iecti:e of o<taining a E<road o:er:iew of t)e stud0 progra..es& e.plo0.ent situation& occupation& and professional career of graduatesF. (,oateng and #fori-Sarpong 2''26%5 9)e stud0 s)owed t)at t)e une.plo0ed a.ong t)e sa.pled were t)e .ost recent graduates and t)ose unwilling to ta7e up Io<s in teac)ing& or far.ing. It is notewort)0 t)at alt)oug) so.e of t)e une.plo0ed wanted to go into self-e.plo0.ent& t)e0 felt constrained <0 lac7 of capital& and t)erefore were willing to wait to get Io<s in t)e pu<lic sector w)ic) were not guaranteed. /gain in 1arc) 1AAA t)e 1inistr0 of 1anpower -e:elop.ent and E.plo0.ent in 3)ana carried out registration of une.plo0ed graduates wit) t)e ai. of finding out t)e d0na.ics of une.plo0.ent a.ong 3)anaian graduates and Epro:iding so.e inter:entions to .itigate t)e pro<le.F. (i<id 9)e sur:e0 was li.ited to une.plo0ed graduates li:ing in t)e regional capitals of 3)ana. 9)e findings indicated t)at o:er 35? of une.plo0ed uni:ersit0 graduates and 2'? of ot)er tertiar0 une.plo0ed graduates in 1AA! were t)ose wit) social science <ac7ground. #nce again it is interesting to note t)at o:er 45? of t)e. were read0 for eit)er wage or self-e.plo0.ent and 21? preferred wage e.plo0.ent onl0. 9)e stud0 )inted t)at a<out A!? of t)e. raised t)e need for financial and entrepreneurial s7ill de:elop.ent assistance to <e a<le to start a new <usiness. /ccording to /r0eete0& (2'11 a<out 5'? of graduates w)o graduate fro. tertiar0 institutions in 3)ana would <e in t)e

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2%& 2'13

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une.plo0.ent >ueue for two 0ears after t)eir national ser:ice& and 2'? of t)e. would <e Io<less for t)ree 0ears. 9)e stud0 report of t)e 1inistr0 of 1anpower -e:elop.ent and E.plo0.ent indicated t)at t)e pro<le. of graduate une.plo0.ent in 3)ana is attri<uted <asicall0 to two .aIor factors& w)ic) are6 Et)e .is.atc) <etween suppl0 (<0 progra..es and courses and t)e de.and= and t)e .is.atc) <etween t)e e2pectations of graduates (to get sta<le& )ig)-pa0ing Io<s in t)e for.al sector and w)at t)e .ar7et is currentl0 suppl0ingF. (,oateng and #fori-Sarpong 2''2641-43 9)e stud0 furt)er re:ealed t)at e.plo0ers )inted t)at t)e .ain areas of s7ill s)ortage& w)ic) needs go:ern.ent attention& include6 infor.ation tec)nolog0& engineering& office .anage.ent& )u.an resource .anage.ent& entrepreneurial and leaders)ip training (i<id . 1.2 The Problem of the Study In a <id to sol:ing t)e graduate une.plo0.ent can7er in 3)ana in recent ti.es& and in response to go:ern.entHs call to tertiar0 institution to )elp find solutions to graduate une.plo0.ent& a nu.<er of tertiar0 institutions in 3)ana including Dni:ersities and Pol0tec)nics <elie:e entrepreneurs)ip education could offer graduates s7ills set t)at would ena<le t)e. create Io<s for t)e.sel:es <0 starting t)eir own <usinesses. In line wit) t)is <elief& .ost tertiar0 institutions are offering entrepreneurs)ip as a .odule in t)eir curricula to create awareness& and reco..end self-e.plo0.ent as an alternati:e and a <etter lucrati:e career pat). Bwa.e N7ru.a) Dni:ersit0 of Science and 9ec)nolog0 (BNDS9 & Bu.asi& for instance is now running entrepreneurs)ip de:elop.ent progra..e wit) ,usiness Incu<ator and Enterprise 5entres (/dar7wa& 2'1' . It is interesting to note t)at no one 7nows t)e i.pact t)ese initiati:es are )a:ing on une.plo0.ent as t)ere are no statistics on graduate <usiness start-ups= and t)e graduate une.plo0.ent >ueue continues to get longer and longer. /ccording to #wusu-/nsa) and Po7u (/ugust 2'12& p. ! & entrepreneurs)ip education at ,usiness sc)ool of BNDS9 is creating entrepreneurs)ip awareness and encouraging students to include Eself-e.plo0.ent in t)eir career intentions and aspirationsH options as well as inculcating a positi:e attitude towards <usiness start-upF. ,ut t)e >uestion is& )a:e t)ese awareness creation and encourage.ents led to self-e.plo0.ent or reduced graduate une.plo0.ent in an0 wa0J /ccording to 3)anawe< news ite.& t)e cause of failure to find a solution to graduate une.plo0.ent in t)e countr0 )as ste..ed pri.aril0 fro. t)e wrong diagnosis of t)e situation and t)e wrong prescriptions offered. It furt)er e2pressed t)e :iew t)at tertiar0 institutions t)at )a:e <een .andated to train graduates for t)e Io< .ar7et )a:e not li:ed up to e2pectation& leading to graduatesH deplora<le situation of <eing in t)e grips of une.plo0.ent (www.g)anawe<.co.& #cto<er 1!& 2'13 . 9)ese re:elations and concerns )a:e <een t)e .oti:ation <e)ind t)is stud0 of e2ploring t)e Scottis) e2perience in entrepreneurs)ip education (w)ic) is .eant to increase <usiness <irt) rate so t)at lessons could <e learned to purge and i.pro:e our initiati:es to <e effecti:e in ac)ie:ing t)e goal of using entrepreneurs)ip education to sol:e or reduce graduate une.plo0.ent in 3)ana. 1.3 The e!earch "ue!tion *ro. t)e deli<erations of t)e literature& t)e >uestion t)at <eca.e o<:ious was6 is t)e Scottis) entrepreneurs)ip education in t)e uni:ersities 0ielding t)e desired results of increasing graduate <usiness start-up rate suc) t)at 3)ana could learn lessons to re:a.p and consolidate scattered initiati:es for sol:ing graduate une.plo0.entJ 9)is >uestion was loo7ed at fro. t)e perspecti:e of t)e acade.ics i.ple.enting t)e Scottis) initiati:es. 1.# $b%ecti&e! of the Study 9)e ai. of t)e stud0 was to in:estigate t)e i.pact of entrepreneurs)ip education at t)e uni:ersit0 le:el in Scotland on <usiness start-ups@self-e.plo0.ent a.ongst uni:ersit0 graduates. 9)e specific o<Iecti:es of t)e stud0 were6 a. to find out fro. t)e perspecti:e of t)e i.ple.enters (t)e acade.ics of entrepreneurs)ip education t)e effects of t)e initiati:e on <usiness start-ups@self-e.plo0.ent a.ongst uni:ersit0 graduates in Scotland and= <. to draw up useful lessons fro. t)e Scottis) e2perience in dealing wit) graduate une.plo0.ent in 3)ana. 1.' The Significance of the Study 9)e ulti.ate purpose of uni:ersit0 education and education in general is to prepare students to .a7e significant econo.ic contri<utions to t)e econo.ies in w)ic) t)e0 li:e. Educational institutions especiall0 t)e tertiar0 ones t)erefore )a:e t)e pri.ar0 o<ligation of pro:iding t)eir students wit) appropriate education for t)e. to <e a<le to .a7e .eaningful contri<utions to t)eir national econo.ies. (Beog) and 3allowa0& 2''% In 3)ana )owe:er& t)ere is )ig) une.plo0.ent a.ong uni:ersit0 graduates. People )a:e <een suggesting t)at graduates s)ould esta<lis) t)eir own <usinesses and t)is o<:iousl0 can <e part of t)e solution to t)e pro<le.. /ccording to 3eorge 3endron& editor of (nc .agaKine& Lt)e traditional ad.onition of one generation to t)e ne2t M3et a Jo<M& )as <een replaced wit) t)e .ore co.ple2 and <ewildering .andate& M3o out and create a Io< for 0ourself.HE (,ridges& '4@'4@'5 we< 9)is can <e applied to 3)ana gi:en t)e une.plo0.ent situation a.ong graduates in t)e countr0= <ut t)e o<:ious >uestion is& )ow do t)e0 start <usinesses as fres) graduates lac7ing s7ills and e2perience for rolling :ia<le <usinesses. 9)ere is t)erefore t)e need to in:estigate t)e potential of

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2%& 2'13

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entrepreneurs)ip education of <eing a :e)icle for self-e.plo0.ent awareness creation and s7ills de:elop.ent a.ong graduates= and de:elop a strategic fra.ewor7 for consolidating e2isting initiati:e and introducing entrepreneurs)ip course in t)e uni:ersities and ot)er tertiar0 institutions t)at do not )a:e one alread0& as a strategic solution& or at least as part of t)e solution to t)e une.plo0.ent pro<le.. 9)is in:estigation would re:eal t)e i.pact of t)e Scottis) initiati:e and confir. and affir. or ot)erwise t)at entrepreneurs)ip education could <e an initiati:e for reducing graduate une.plo0.ent. %#$ &esearch 'ethodology 2.1 The e!earch Paradigm /n interpreti:e paradig. was used and t)erefore t)e >ualitati:e researc) .et)od was adopted. 9)e interpreti:e approac) was appropriate for t)is researc) as t)e .ain data for t)e researc) was t)e :iews and perception of acade.ics in:ol:ed in entrepreneurs)ip education fro. four uni:ersities in Scotland& on t)e i.pact of entrepreneurs)ip education at t)e uni:ersit0 le:el on <usiness start-up@self-e.plo0.ent. P)eno.enological in>uir0 or >ualitati:e researc) was dee.ed .ost appropriate& as t)is .et)od uses a naturalistic approac) t)at see7s to understand p)eno.ena in conte2t-specific settings. (Patton 2''2 >uoting Strauss and 5or<in& 1AA'= )oepfl* *all 1AA7= Patton& 1AA' *urt)er.ore& >ualitati:e .et)od can <e used to )a:e a <etter understanding and new perspecti:es on an0 p)eno.enon w)et)er little is 0et 7nown or .uc) is alread0 7nown& or to )a:e .ore indept) insig)t and infor.ation t)at .a0 not <e easil0 ascertained >uantitati:el0. (5assel and S0.on& 1AA% 9)is stud0 used inter:iews to collect data fro. t)e acade.ics on t)eir perception on t)e i.pact of Scottis) uni:ersit0 le:el entrepreneurs)ip education. 9)is approac) was used as G>ualitati:e inter:iews 0ield direct >uotations fro. people a<out t)eir e2periences& opinions& feelings and 7nowledgeH& (Patton& 2''26% w)ic) perfectl0 )elped ac)ie:e our stud0 o<Iecti:es. 2.2 +ata ,ollection 9)e pri.ar0 data co.prised t)e perceptions of acade.ics on t)e initiati:e. 9)e data was soug)t <0 inter:iews wit) se.i-structured >uestionnaire= and acade.ics in:ol:ed in t)e )ig)er le:el entrepreneurs)ip education in four selected uni:ersities in Scotland were t)e inter:iewees. 9)e0 were selected fro. ;ueen 1argaret Dni:ersit0 (1 & Napier Dni:ersit0 (2 & Edin<urg) Dni:ersit0 (2 and Strat)cl0de Dni:ersit0 (1 . 9)ese uni:ersities were selected purposi:el0 in :iew of ti.e and financial constraints in tra:elling to farawa0 uni:ersities to contact and conduct inter:iews. 9)e purpose of t)e inter:iews wit) t)e acade.ia was to find out w)at it ta7es to run t)e progra..e as well as if t)e initiati:e could lead to <usiness start-ups or self-e.plo0.ent a.ongst graduates a.ong ot)ers. 2.3 +ata -naly!i! 9)e data set was >ualitati:e so rig)t fro. t)e <eginning of t)e data collection process& coding of t)e responses was started so as to identif0 patterns and relations)ip to <e used as data <loc7s for t)e content anal0sis. In addition& trac7 was 7ept on identif0ing t)e pattern and appearance of specific :aria<les suc) as i.pact& e.plo0a<le s7ills& start-up <usinesses& self-e.plo0.ent and e.plo0.ent in t)e data set. 9)ese :aria<les ser:e as central tendencies for identif0ing t)e pattern and coding t)e. and finding t)e co..on trend& digressions and con:ergence in t)e data. (Punc) 2''561A4 9)is approac) )elped to discern easil0 t)e line of t)in7ing& perception and practice of t)e acade.ics of entrepreneurs)ip education in t)eir respecti:e uni:ersities. (#$ Literature &eview 3.1 Promotion of .ntrepreneur!hip .ducation in U/ Uni&er!itie! 9)e notion of pro.oting EenterpriseF in 0oung people fro. sc)ools t)roug) to graduate le:el in t)e de:elop.ent and application of enterprise s7ills )as <eco.e a funda.ental re>uire.ents of t)e e.erging 7nowledge and enterprise econo.0. 1an0 go:ern.ents toda0& including DB are of t)e opinion t)at t)e prosperit0 of t)eir countries depend )ea:il0 on t)eir a<ilit0 and s.artness in t)e co.petiti:e en:iron.ent of t)e G7nowledge <ased econo.0H (-9I 1AA! we<& -uff0 and Ste:enson& 1A!% . 9)e DB go:ern.ent )as t)erefore e.p)asised t)e need to de:elop s7ills necessar0 for entrepreneurial action and <e)a:iour in t)e DB for it to <e a<le to .aintain its co.petiti:e position in t)e glo<al enterprise en:iron.ent. ((osa 2''3 >uoting 3i<<& 2'''= -epart.ent of 9rade and Industr0 N-9IO& now -epart.ent for ,usiness Inno:ation and S7ills& 1AA! we< In :iew of t)is t)e DB go:ern.ent )as <een e.p)asising and directing policies to assist t)e Ede:elop.ent of enterprise s7ills set a.ong t)e wor7ing populationF. (3allowa0 et al.& 2''56 ! 9)e onus is now on 0oung people to ta7e responsi<ilit0 for t)eir future e.plo0.ent and financial affairs as t)e traditional Io<s for sc)ool lea:ers and uni:ersit0 graduates are fast growing leaner and leaner. ,ridges (no date& we< gi:es t)e reasons for t)is p)eno.enon6 1. t)e present tec)nologies )a:e .ade it possi<le& to auto.ate t)e production line w)ere repetiti:e tas7s were carried out <0 .an0 )ands& to auto.ate infor.ation processing& and to create new t0pes of infor.ation-<ased wor7 to <e done=

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2. <ig fir.s are outsourcing and downsiKing t)eir :arious acti:ities and far.ing t)e. out to little fir.s= 3. wit) t)e use of laptop co.puters& fa2es& .ode.s and cellular p)ones& t)e need to .aintain central offices )as decreased significantl0 and fir.s are now operating :irtuall0= and %. go:ern.ents are di:esting and pri:atising .an0 pu<lic ser:ices and <ureaucracies are t)inning as we see7 to cut down go:ern.ent <udget and decrease t)e national de<t. 9)e o<ligation and responsi<ilities of educators )a:e ne:er <eco.e .ore critical& as t)e0 )a:e to <e fle2i<le and creati:e in order to .eet t)e e2pectations of students in preparing t)e. for t)e new econo.0P7nowledge and enterprise econo.0. 1uc) )as <een done in t)e DB in t)e )ig)er education sector to de:elop t)e needed s7ills and co.petencies and <e)a:iour for enterprise. (3allowa0 et al.& 2''5 It is <elie:ed t)at education )olds t)e 7e0 to t)e de:elop.ent of positi:e attitudes and <e)a:iour towards entrepreneurs)ip and e.plo0a<ilit0. (i<id 1an0 researc)es carried out in .an0 parts of t)e world indicate t)at studentsH attitude towards enterprise and s.all <usiness are positi:e a.ong <usiness college graduates and students are increasingl0 <eco.ing disillusioned wit) career as <ureaucrats. (Jac7son and $it<erg& 1A!7 Qilson& et al. (2''7 reported t)at& entrepreneurs)ip education could .oti:ate studentHs interest in entrepreneurs)ip as a career. / p)eno.enon is e.erging in DS/ and .an0 European countries t)at increasing nu.<er of students consider running t)eir own <usinesses as an alternati:e career pat) (-uff0 and Ste:enson& 1A!% . Studies )a:e re:ealed t)at t)ere is a strong correlation <etween enterprise and entrepreneurs)ip education and t)e possi<ilit0 of esta<lis)ing a new <usiness. / sur:e0 conducted <0 5)arne0 and Ri<ecapHs (2''' on /riKona enterprise and non-enterprise graduates concluded t)at entrepreneurs)ip education progra..es )a:e )ad a positi:e i.pact in encouraging graduates to de:elop start-ups. 9)e stud0 reported t)at entrepreneurs)ip graduates are t)ree ti.es .ore li7el0 to start new <usiness :entures. 9)e report furt)er esta<lis)ed t)at (controlling for personal c)aracteristics& including gender & enterprise and entrepreneurs)ip education graduates were .ore li7el0 to earn S12&541 .ore a 0ear t)an non-enterprise and entrepreneurs)ip education graduates= and t)ose w)o are fortunate to wor7 for large fir.s earned appro2i.atel0 S23&5'' .ore a 0ear t)an ot)er graduates. So.e studies )a:e confir.ed t)at t)ere is a positi:e relations)ip <etween enterprise and entrepreneurs)ip education at t)e tertiar0 le:el and e.plo0a<ilit0 and earnings. (-epart.ent for ,usiness Inno:ation C S7ills& 2'13 9)e European 5o..ission (2'12 carried out a sur:e0 of alu.ni of enterprise education courses in nine uni:ersities <0 using a control group to loo7 for e:idence of a relations)ip <etween participation in enterprise and entrepreneurs)ip education and e.plo0a<ilit0 outco.es. 9)e findings indicated t)at .ore of participant of entrepreneurs)ip education (74? co.pared to t)e control group (5A? entered paid e.plo0.ent i..ediatel0 after graduation. / s.aller percentage of entrepreneurs)ip alu.ni (12? re.ained une.plo0ed for so.e period after graduation co.pared to 3'? of t)e control group and a<out 14? of entrepreneurs)ip alu.ni <eca.e selfe.plo0ed (eit)er as entrepreneurs or freelancers co.pared to 1'? for t)ose w)o did not participate in enterprise and entrepreneurs)ip education. 9)e uni:ersities in DB t)erefore )a:e <een c)allenged wit) t)e role of training graduates in t)is arena. 9)e .aIor part of DBHs strateg0 in t)is direction in:ol:es i.pro:ing t)e science <ase and t)e partners)ip <etween uni:ersities and industr0. ((osa 2''3 It )as t)erefore <eco.e necessar0 .ore t)an e:er <efore to increase partners)ips <etween uni:ersities and industr0 and t)e need to en)ance entrepreneurial .oti:ation and capa<ilit0 a.ong uni:ersit0 educators& researc)ers and students. In line wit) t)ese needs& t)ere )a:e <een E15 Science Enterprise 5entres set up in science-<ased uni:ersitiesF. ((osa 2''36%34 . #ne of t)e ai.s is to increase t)e entrepreneurial s7ills of staff and students. 1ost of t)e 5entres are de:eloping and running undergraduate and postgraduate progra..es in entrepreneurs)ip and co..ercialiKation= and introducing entrepreneurs)ip co.ponents into 1,/ progra..es. In addition& <usiness plan co.petitions are organised& especiall0 <usiness plan related to tec)nolog0. 5o..ercialiKation wor7s)ops and Efast trac7F entrepreneurs)ip progra..es and se.inars are run for staff and students. 9)e go:ern.ent )as c)allenged t)e regions in t)e DB to co.e out wit) local entrepreneurs)ip education initiati:es in a >uest to unleas)ing t)e potentials of 0oung people in preparing t)e. for t)e 21st centur0 c)allenges ((osa 2''3 . 3.2 .ntrepreneur!hip .ducation (nitiati&e! in Scotti!h Uni&er!itie! 9)e Scottis) Enterprise was a.ong t)e first regional de:elop.ent agencies to co.e out wit) a strong polic0 towards de:eloping <usiness start-ups and t)e de:elop.ent of entrepreneurs)ip <0 launc)ing G9)e ,usiness ,irt) (ate Strateg0H in 1AA3. (Scottis) Enterprise we< 11@'!@'5 9)is polic0 )as recentl0 gone t)roug) a t)oroug) re:iew Gwit) t)e new approac) <eing adopted representing t)e final stage of an i.portant process of c)ange.H (i<id 9)e new approac) was launc)ed in *e<ruar0 2''2& wit) t)e following polic0 o<Iecti:es6 1. Lto learn a<out t)e processes& ris7s and rewards of entrepreneurs)ip and :enture capitalis. TL= (Ua0ward /pril 2''5 we< and t)erefore ulti.atel0 2. L increase t)e nu.<er of new <usiness start-ups <0 graduatesL (i<id Scottis) Enterprise entered into e2plicit contractual arrange.ents wit) institutions& so t)at t)e initiati:e would <e integrated into t)e acade.ic fra.ewor7 of t)e uni:ersities and <0 e.p)asiKing t)e practical application of t)e

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7nowledge and s7ills gained <0 students for econo.ic purposes. (Ua0ward and Sundnes& /utu.n 2''' we< 9)is new face of t)e polic0 focuses on t)ree priorit0 areas one of w)ic) was Gincreasing t)e contri<ution of education to t)e de:elop.ent of entrepreneurs)ipH <0 de:eloping enterprise a.ong 0oung people& sc)ool and uni:ersit0 students& and sociall0-e2cluded groupsH (Scottis) Enterprise we< 11@'!@'5 . *or instance& at t)e Engineering -epart.ent of Ueriot-Qatt Dni:ersit0& entrepreneurs)ips education co:ers a wide range of areas w)ic) are of significant i.portance to indi:idual students in preparing t)e. to <eco.e c)artered engineers. In a sur:e0 <0 Beog) and 3allowa0 (2''% to docu.ent t)e e2periences of introducing and e.<edding entrepreneurs)ip education into :ocational disciplines at Ueriot-Qatt& and in a paper presented <0 /nderson and ot)ers 02''3 at a conference& t)e reports indicated t)at t)e .aIorit0 of science and engineering students at Ueriot-Qatt <elie:e t)at t)e s7ills learnt during an entrepreneurs)ip .odule would <e of significant i.portance for e.plo0.ent wit)in an e2isting <usiness& as well as in <usiness start-up or self-e.plo0.ent. In Beog) and 3allowa0Hs stud0& .ore t)an 33? of t)e students clai.ed t)at t)e s7ills learnt would )elp t)e. to <e creati:e wit)in an e2isting organisation. Dsing a control sa.ple to find out t)e career intentions of entrepreneurs)ip student and non-entrepreneurs)ip students& it was re:ealed t)at Et)ose w)o )a:e studied entrepreneurs)ip at Ueriot-Qatt are less li7el0 to percei:e poor status of entrepreneurs& or ris7 as <arriers to <usiness start-up or self-e.plo0.ent t)an t)ose w)o )a:e not. /dditionall0& t)ose w)o )a:e co.pleted a .odule in entrepreneurs)ip are .ore li7el0 to )a:e s7ills suc) as initiati:e& tea.-wor7ing and perse:erance t)an t)ose w)o )a:e notF (Beog) and 3allowa0& 2''%6 53! 9)is assertion is in line wit) t)e European 5o..issionHs (2'12 sur:e0 report a<out t)is positi:e relations)ip. (osa (2''3 also alleged t)at t)ere is a positi:e correlation <etween education and <usiness sur:i:al and success& and t)erefore <usiness founders wit) )ig)er education are .uc) .ore li7el0 to <e successful in )ig) tec)nolog0 co.panies. Ue noted t)at t)e .ost successful <usiness founders tend to <e t)ose t)at co.<ine education and e2perience. (osa (2''36 %3!& %3A enu.erated t)e following list of s7ills t)at )ig)er education de:elops in student <ecause of w)ic) t)eir <usinesses can perfor. <etter t)an t)ose on t)e lower ladder6 Egeneral reasoning and anal0tical s7ills= t)e a<ilit0 to <e critical of t)e status >uo and to see7 new and <etter solutions and practices= opportunities to specialiKe in scientific& tec)nological and ot)er 7nowledge <ased fields close to t)e frontiers of 7nowledge= networ7s of e2pertise and contacts wit) uni:ersit0 staff= networ7s of peers& .an0 of w)o. .o:e on to influential positions in t)e professions and industr0= confidence e.anating fro. a )istor0 of e2a.ination success= t)e language of professional co..unication= t)e a<ilit0 to wor7 in tea.s& a s7ill t)at )as <een encouraged in ,usiness Sc)ools since t)e earl0 1A!'s t)roug) group proIects and opportunities to access progra..es designed to en)ance entrepreneurial capa<ilities.F ,ecause of t)ese s7ills e:en students wit) no wor7 e2perience on lea:ing uni:ersit0 would <e a<le to run GG>ualit0 <usinesses located in t)e inno:ati:e 7nowledge <ased sectors t)at t)e DB go:ern.ent )as <een so 7een to de:elopF. ((osa 2''36 %3A /ccording to Ua0ward (/pril 2''5 we<-<ased Scottis) Enterprise set out t)e following teac)ing .et)odologies t)at t)e uni:ersities )a:e to use in deli:ering t)e courses and progra..es so t)at students can de:elop 7nowledge <ased applied s7ills as enu.erated a<o:e6 anal0sis of real entrepreneurial case studies& <usiness plan de:elop.ent& )ig)l0 interacti:e teac)ing& teac)ing <0 entrepreneurs in addition to acade.ic staff. (Ua0ward 3. and Sundnes #. /utu.n 2''' we< (osaHs (2''3 conclusion supported t)at of Beog) and 3allowa0 (2''% t)at t)e graduate entrepreneurs in:ol:ed in )is sur:e0 )ad .ore enterprising attitudes to life and wor7 t)an students w)o did not )a:e suc) a <ac7ground. Ue )owe:er la.ented t)at graduate entrepreneurs were not in )ig) perfor.ing <usinesses= and t)at .ost of t)eir <usinesses were s.all and often self-e.plo0ed <usinesses. It is surprising to note t)at .an0 of t)e graduates w)o )ad started <usinesses still preferred regular e.plo0.ent as .an0 of t)e. considered self-e.plo0.ent to <e lac7ing in personal and financial rewards. 9)e .ost successful <usinesses were not in <iotec)nolog0& co.puter software or ot)er cutting edge 7nowledge dri:en <usinesses& <ut restaurants& retail stores and furniture .anufacturing. 9)is is disappointing as science is t)e .ost i.portant area for creating 7nowledge econo.0& w)ic) is t)e destination of Scottis) and DB go:ern.entsH entrepreneurs)ip education efforts. / researc) report <0 U0tti and #H3or.an (2''% gi:es us an insig)t as to w)at could )a:e gone wrong or w)at was not put in place <ecause of w)ic) t)e Scottis) initiati:es )as not 0ielded t)e desired results. U0tti and #H3or.an& (2''%612 >uoting 3i<< and 5otton 1AA! suggested t)at t)ere )as <een a proliferation of entrepreneurs)ip education toda0& <ut wit) Econsidera<le conceptual confusion as to w)at constitutes enterprise educationF 9)e cause of t)is confusion is t)e lac7 of definition of w)at e2actl0 enterprise education is& w)at it ai.s to do and to ac)ie:e. 9)e0 )a:e t)erefore suggested t)at t)ere is t)e need first and fore.ost to )a:e a clear understanding of w)at o<Iecti:es an educational inter:ention li7e enterprise education is .eant to ac)ie:e at it :er0 design stage in order to ena<le eas0 e:aluation of t)e inter:ention w)en t)e ti.e co.es to do so. U0tti and

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#H3or.an concluded <0 sa0ing& Ewe argue t)at in order to operate an effecti:e enterprise education progra..es& polic0 .a7ers and educators need to )a:e a t)oroug) understanding of t)e di:erse and alternati:e ai.s and o<Iecti:es of enterprise education inter:entions& t)e alternati:e for.s suc) inter:entions can ta7e& and of t)e need to Etrain t)e trainersF E. (U0tti and #H3or.an& 2''%612 )#$ &esults and *indings Inter:iews were conducted wit) si2 uni:ersit0 lecturers in four uni:ersities in Scotland teac)ing and researc)ing into entrepreneurs)ip education. 9)e inter:iewees were fro. ;ueen 1argret Dni:ersit0 Edin<urg) (1 = Uunter 5entre *or Entrepreneurs)ip& Strat)cl0de Dni:ersit0& 3lasgow (1+, 1offat 5entre C ,rig)t (ed $entures& Napier Dni:ersit0& Edin<urg) (2 and Edin<urg) Dni:ersit0 (2 . 9)e0 were as7ed >uestions on6 w)0 t)e need for entrepreneurs)ip education in Scotland& especiall0 at t)e uni:ersit0 le:el= w)at it ta7es to run entrepreneurs)ip education in Scottis) uni:ersities= w)at is taug)t in entrepreneurs)ip education and ot)er >uestions w)ic) are discussed <elow. 9)e indi:idual acade.ic inter:iewees will <e referred to in t)is report as acade.ic@inter:iewee /& ,& 5& -& E and * for t)e purpose of anon0.it0. #n t)e >uestion of w)0 t)e need for entrepreneurs)ip education at t)e )ig)er le:el of education in Scotland& acade.ic - <elie:es it gi:es students <asic e.plo0a<le s7ills w)ic) will )elp t)e. perfor. on t)e Io< t)an usual. /cade.ic 5 asserted t)at entrepreneurs)ip education at t)e )ig)er education is as a result of Scottis) E2ecuti:eHs polic0 <ased on t)e fact t)at t)e le:el of entrepreneurs)ip a.ong t)e population is less t)an it s)ould <e. Entrepreneurs)ip education at t)e uni:ersit0 le:el was seen as an a:enue for en)ancing t)e le:el of entrepreneurial s7ills a.ong Scottis). /gain& inter:iewee E e2plained t)at t)e appropriateness of t)is initiati:e was reinforced <0 t)e result of an acade.ic stud0 led <0 *raser /llender Institute (2''1 at Strat)cl0de w)ic) s)owed t)at t)ere is a lin7 <etween t)e nu.<er of s.all fir. start-ups and e.plo0.ent. /lso as Scotland is undergoing restructuring as a result of decline in large scale .anufacturing and ot)er )ea:0 industries& polic0.a7ers )a:e t)e aspiration to )a:e a replace.ent for t)is :acuu. and s.all fir.s are considered to <e good .eans of filling t)e gap. Inter:iewee * added t)at entrepreneurs)ip education at t)e uni:ersit0 le:el <eca.e desira<le <ecause Scottis) Enterprise <elie:es t)at entrepreneurial failure is an i.portant cause of relati:e econo.ic underperfor.ance in Scotland. It t)erefore considers it a need for .ore <usiness start-ups at all le:els of Scottis) societ0. / large nu.<er of start-ups is needed <ecause onl0 a s.all nu.<er of t)e. grow into large <usinesses. Entrepreneurs)ip education is needed at all le:els of societ0 <ut an0 <usinesses started <0 tertiar0 education products are .ostl0 li7el0 to grow w)ic) is in line wit) (osaHs (2''3 assertion. 9)is is <ecause people at t)is le:el are .uc) .ore 7nowledgea<le& so support for graduate <usinesses would .ost li7el0 not go waste. (/cade.ic E #ne of t)e inter:iewees added two interesting reasons for running entrepreneurs)ip education in )is@)er uni:ersit0. In t)e first place& it is a .eans of in:ol:e.ent wit) t)e co..unit0 (corporate social responsi<ilit0 t)us )a:ing a role <e0ond teac)ing and learning and two& t)e0 )a:e entrepreneurs)ip and s.all fir.s course as one of t)e strategic priorit0 a:enue to generate .one0 fro. t)e go:ern.ent and fro. t)e funding <odies to pa0 for researc) proIects. 9)is does not .ean t)at t)e uni:ersit0 does not )a:e a positi:e attitude to entrepreneurs)ip education <ut it is using t)e a:enue to carr0 out .ore researc) in t)e area& it was added. 5oncerning w)at it ta7es to run an entrepreneurs)ip education at t)e tertiar0 le:el& all t)e inter:iewees responded t)at running an effecti:e entrepreneurs)ip education course or progra..e at t)e uni:ersit0 le:el calls for co..itted& researc) acti:e and ent)usiastic lecturers and staff. / s.all nu.<er of t)e. said t)at entrepreneurs)ip course at t)is le:el s)ould <e taug)t <0 staff wit) <usiness e2perience. 9)ose acade.ics clai.ed t)e0 )a:e a nu.<er of 0ears of <usiness e2periences. 1ost of t)e inter:iewees .entioned t)e need for spacious and good >ualit0 lecture acco..odation and teac)ing e>uip.ent li7e o:er)ead proIectors& data proIectors and co.puter facilities Iust li7e an0 ot)er course. Qillingness on t)e part :arious depart.ents to accept entrepreneurs)ip course as part of t)eir curricula and )elping students 7now t)e i.portance and <enefits of entrepreneurs)ip education is crucial. / few of t)e. added t)at an education s0ste. w)ic) is prepared to accept and acco..odate t)e progra..e is a prere>uisite. 9)e uni:ersities@tertiar0 institutions t)at are to run t)e courses s)ould t)e.sel:es <e entrepreneurial <0 <eing in t)e awareness of t)e i.portance of entrepreneurs)ip education as a fra.ewor7 for e>uipping students wit) rele:ant s7ills and entrepreneurial inno:ation w)ic) would )elp students in t)eir future careers. #n t)e contents of entrepreneurs)ip progra..es in :arious uni:ersities of t)e inter:iewees& t)e0 were noted to <e different in eac) of t)e uni:ersities. /cade.ic * <roug)t out t)e reason for t)e differences& w)ic) is t)at t)e .odules taug)t are designed <0 lecturers teac)ing t)e courses. So t)e design of courses arises fro. t)e lecturersH own researc) interest. 9)e contents <asicall0 centre on entrepreneurs)ip and <usiness start-up= de:eloping& protecting and co..ercialising ideas= inno:ation and creati:it0= <usiness law@entrepreneurial law= <usiness planning process= growing a <usiness= e:olution of new .ar7ets= corporate entrepreneurs)ip= entrepreneurs)ip and e-co..erce= researc) for enterprise& polic0& counselling and t)eor0= :enture .anage.ent= entrepreneurial

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consultanc0 proIect= t)e understanding of t)e i.portance of t)e tea. and t)e s7ills needed in a tea. and t)e i.portance of entrepreneurs)ip to t)e econo.0. So.e of t)ese .odules are core w)ilst ot)ers are optional depending on t)e uni:ersit0. /part fro. one uni:ersit0& all ot)ers do not )a:e entrepreneurs)ip progra..es <ut courses or :arious .odules fro. w)ic) students c)oose electi:es. #n teac)ing .et)ods& .ost of t)e inter:iewees responded t)at t)e teac)ing and learning .ode for entrepreneurs)ip courses are not different fro. ot)er courses run in t)eir respecti:e uni:ersities. 9)e .ain teac)ing and learning .et)od t)e0 all .entioned is interacti:e t)roug) PowerPoint presentations. #t)er .et)ods used are reflecti:e and group learning& use of cases& group wor7& wor7s)ops& :ideos& preparation of <usiness plans in groups and presentation of group output. *ew of t)e. )inted t)at t)e0 use less lectures and allow student to do t)ings on t)eir own as a wa0 of gi:ing t)e. t)e opportunit0 to tr0 to do t)ings for t)e.sel:es& w)ic) is student-centred-learning approac). 9)is approac) is fla:oured wit) se.inars& group proIects& ga.es& role pla0& and so.eti.es so.e students are placed wit) industries for proIects& w)ic) offers t)e. t)e opportunit0 to si.ulate or tr0 t)eir ideas in practice. In order to arouse and <oost t)e confidence of students& so.eti.es e2ternal spea7ers suc) as .odel entrepreneurs are in:ited to spea7 to and interact wit)& students and staff. (egarding target students for entrepreneurs)ip courses at t)e :arious uni:ersities& .aIorit0 of t)e acade.ics .entioned undergraduate students fro. t)eir respecti:e <usiness sc)ools as t)eir first target and priorit0. 1ost of t)ese sc)ools )a:e entrepreneurs)ip .odules as core. #nl0 two of t)e inter:iewees said t)e0 )a:e electi:e .odules for postgraduate students. #t)er depart.ents t)at are targeted are all t)e ot)er depart.ents& especiall0 engineering& creati:e studies& food science& design& .anufacturing& Iournalis.& .usic& co.ple.entar0 t)erap0 etc. 1ost of t)ese students ta7e t)e entrepreneurs)ip .odules as electi:e. #ne of t)e .ain rationales for underta7ing t)is stud0 is to find out if entrepreneurs)ip education could <e a strategic solution to graduate une.plo0.ent pro<le. in 3)ana. *our out of t)e si2 inter:iewees (o:er 44? answered no& it cannot <e a solution. #ne of t)e. said it could onl0 <e a solution <0 necessit0 for 3)ana= t)at is if t)ere are no <etter alternati:e solutions 3)ana could gi:e it a tr0. Ue@s)e e2plained t)at usuall0 students need to go into e.plo0.ent to gain e2periences for so.e 0ears <efore so.e of t)e. if t)e0 wis) could run successful <usinesses& e:en after se:eral atte.pts. /cade.ic / .ade a si.ilar point t)at Ee:en wit) wor7 e2perience& <usinesses would still <e s.all& as starters would wor7 on t)eir own wit)out e.plo0ing people at t)e earl0 stages and 1-3 atte.pts .a0 <e a failure partl0 due to .isIudge.ent of t)e .ar7et and .a7ing of large financial .ista7esF. Inter:iewee , added t)at s7ills and attitudes gained fro. entrepreneurs)ip education .a7e students .ore e.plo0a<le. It will <asicall0 )elp t)e. to <e .ore e.plo0a<le in t)e s)ort ter. <ut in t)e longer ter. t)e0 can start <usinesses if t)e0 want to. *ew can start <usinesses rig)t after uni:ersit0 and succeed. /not)er inter:iewee said t)at it would ta7e a .a2i.u. of 1' 0ears to start a <usiness and <e successful. ,ut to )a:e a .assi:e success in <usiness in Scotland would ta7e a<out 3'0ears <ecause it would ta7e ti.e to c)ange t)e culture of stig.atisation in Scotland. In Scotland t)ere is a stig.a attac)ed to <usiness failure so t)ere is t)e need for t)is to c)ange w)ic) could ta7e decades. /cade.ic * su..arised w)0 entrepreneurs)ip education cannot <e a solution to graduate une.plo0.ent an0w)ere in t)e world. Entrepreneurs)ip education can )elp une.plo0.ent <ut not a solution to it. 9)e solution to une.plo0.ent is to )a:e a )ealt)0 econo.0. #f course education will lead to )ealt)0 econo.0. E.plo0ers want enterprising students w)o are a<le to find solutions to pro<le.s at t)e wor7 place <ut t)ese t0pes of s7ills cannot <e produced <0 entrepreneurs)ip education. 9)is is contrar0 to assertions found in t)e literature& t)at enterprise and entrepreneurs)ip education can de:elop in students :alua<le e.plo0a<le s7ills. / >uestion was as7ed (following t)e assertion t)at fres) students cannot start <usiness a<out w)at pre:ents graduates fro. starting :entures rig)t after uni:ersities. 9)e consistent responses were t)at fres) students lac7 e2perience of )ow <usinesses wor7. #t)er )indrances are lac7 of finance and t)eir 0out)ful age (too 0oung to )a:e collateral for loans . 9)ere is also t)e pro<le. of 7nowing and identif0ing w)at opportunities t)ere are& it was clai.ed= and 7nowing clearl0 w)at t)e0 want to do. -#$ .onclusion *ro. t)e findings& .aIorit0 of t)e acade.ics are aware t)at entrepreneurs)ip education course is t)e i.ple.entation of Scottis) go:ern.ent polic0 ai.ed at increasing <usiness <irt) rate. *or t)is to succeed in Scotland and an0w)ere in t)e world& t)e uni:ersities running t)e course would )a:e to <e entrepreneurial and t)e acade.ics teac)ing t)e course would need to <e co..itted& ent)usiastic and researc) acti:e. 9)e .odules taug)t at t)e :arious uni:ersities are di:erse& wit) few co..on ones= and t)e teac)ing and learning .et)ods used were .ostl0 interacti:e& fla:oured wit) group wor7& case stud0& preparation of <usiness plans etc. It e.erged t)at t)e courses usuall0 are run at t)e undergraduate le:el& wit) li.ited .odules offered at t)e graduate le:el. It was unani.ousl0 answered t)at entrepreneurs)ip education can <e run an0w)ere in t)e world <ecause

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t)ere are entrepreneurial people in e:er0 countr0= <ut t)e socio-econo.ic en:iron.ent can <e a significant success factor. ,ut caution was gi:en t)at a .odel wor7ing in one countr0 cannot <e replicated in anot)er countr0 w)olesale. Q)at need to <e ta7en into consideration in an0 en:iron.ent are t)e need to understand t)e a:aila<le opportunities& t)e .ar7et needs and t)e culture of t)e en:iron.ent. It was e2plained t)at e:en t)oug) culture gi:es people per.ission or pre:ents people fro. <eing entrepreneurial& it can <e c)anged <0 c)anging t)e s0ste. in t)e countr0. It was added t)at apart fro. entrepreneurs)ip education ot)er critical factors for creating an enterprise econo.0 include fa:oura<le institutional fra.ewor7 w)ic) strongl0 support pri:ate owners)ip of propert0& t)e rule of law& educated population& free econo.0& pu<lic support for s.all <usinesses& infrastructure and responsi<le people wit) can-do attitude. It )owe:er <eca.e clear t)at entrepreneurs)ip education at t)e uni:ersit0 le:el cannot <e a solution to graduate une.plo0.ent= <ut it can onl0 increase t)e e.plo0a<ilit0 s7ills of students. Entrepreneurs)ip education t)erefore cannot <e used as a direct solution to graduate une.plo0.ent in 3)ana= it could onl0 <e part of a strategic solution. 9)is is <ecause fres) students lac7 e2perience of )ow <usinesses wor7. 9)ere is also t)e pro<le. of 7nowing w)at opportunities t)ere are= and 7nowing clearl0 w)at t)e0 want to do& as well as 7nowing t)e .ar7et needs and t)e econo.ic en:iron.ent. /#$ Lessons and &ecommendations for Ghana 9)e acade.ics w)o are i.ple.enting t)e initiati:e <elie:e t)at entrepreneurs)ip education at t)e uni:ersit0 le:el would first and fore.ost gi:e students e.plo0a<le s7ills to <e a<le to perfor. on t)e Io<& and not necessaril0 s7ills to start <usinesses. ,oateng and #fori-Sarpong (2''2 reported in t)eir stud0 t)at t)e .ain areas of s7ill s)ortage& w)ic) needs go:ern.ent attention& included a.ong ot)ers entrepreneurial and leaders)ip training. 9)e report concluded t)at t)e pro<le. of graduate une.plo0.ent in 3)ana is attri<uted <asicall0 to two .aIor factors& w)ic) are6 Gt)e .is.atc) <etween suppl0 of and t)e de.and for Io<sH. (,oateng and #foriSarpong 2''2641-43 Entrepreneurs)ip education could t)erefore pro:ide students wit) enterprising s7ills to <eco.e .uc) .ore e.plo0a<le& w)ic) would )elp sol:e to so.e e2tent t)e graduate une.plo0.ent in 3)ana. 3)ana cannot cop0 t)e Scottis) .odel )oo7& line& and sin7er& <ut it )as to design one t)at would fit t)e 3)anaian econo.ic and social situations. If 3)ana s)ould decide to adopt so.e of t)e Scottis) approac)es& it s)ould do so wit) great discretion. 9)e go:ern.ent s)ould first of all )a:e t)e political and econo.ic will to prepare a co.pre)ensi:e polic0 paper to t)at effect. ,ecause so.e e.plo0ers in 3)ana co.plain of lac7 of enterprising s7ills on t)e part of graduates& 3)ana go:ern.entHs entrepreneurs)ip education initiati:e s)ould in:ol:e representati:es fro. t)e industries& acade.ics and polic0 .a7ers so t)at all would .a7e inputs into it. If 3)ana 3o:ern.ent would li7e to get in:ol:ed in entrepreneurs)ip education at t)e )ig)er le:el& it would )a:e to .a7e its polic0 o<Iecti:es clear at t)e initial stage to t)e i.ple.enting institutions= and .ec)anis.s s)ould also <e put in place to .a7e sure t)e courses and progra..es are dri:ing towards ac)ie:ing t)e polic0 o<Iecti:es of t)e go:ern.ent. 9)e go:ern.ent would also )a:e to pla0 its part <0 <eing responsi<le in resourcing t)e i.ple.enting uni:ersities wit) t)e necessar0 facilities so t)at t)e0 could run t)e initiati:e effecti:el0. It e.erged fro. t)e stud0 t)at entrepreneurs)ip education cannot <e a solution to une.plo0.ent <ut it rat)er calls for )ealt)0 econo.0 to rectif0 t)e can7er= t)erefore if t)e 3)anaian econo.0 is not sound& t)e entrepreneurs)ip education initiati:e would not wor7 .agic to sol:e t)e une.plo0.ent pro<le.. 3)ana go:ern.ent s)ould )a:e in place friendl0 institutional fra.ewor7s w)ic) encourage& support and protect pri:ate propert0 and initiati:es. &eferences /dar7wa& B.B. (2'1' 9)e End of a Season6 End of 9enure (eport as $ice 5)ancellor (2''4-1' & Dni:ersit0 Press& BNDS9& Bu.asi& 3)ana /nderson 1.& 3allowa0 R.& ,rown R.& and Qilson R.& (2''3 & S7ills -e:elop.ent for 1odern Econo.0& paper presented at 24t) IS,/ National S.all *ir.s Polic0 and (esearc) 5onference& 3uildford. /sante& * (2'11 GState of t)e 3)anaian Econo.0 2'1'H& ,usiness and *inancial 9i.es& 3)ana& Septe.<er /r0eete0& E& (2'11 GJo<s are our greatest worr0H& ,usiness and *inancial 9i.es& 3)ana& Septe.<er ,oateng& B. and #fori-Sarpong E. 2''2& E/n /nal0tical Stud0 of t)e Ra<our 1ar7et for 9ertiar0 3raduates in 3)anaF. www.world<an7.org@education@tertiar0@docu.ents@3)ana@pdf.22@'4@'5 ,ridges& Q.& (no date / re:iew of Jo< S)ift. Preparing for t)e New 5entur0 )ttp6@@www.entre-ed.org@ June 4& 2''5 ,r0an /. and ,ell E.& (2''3 & <usiness researc) .et)ods& #2ford Dni:ersit0 Press 5assel 5. and S0.on 3.& (ed (1AA% . ;ualitati:e 1et)ods in #rganiKational (esearc). / Practical 3uide& Sage6 Rondon 5)arne0& /.& Ri<ecap& 3 (2''' . 9)e I.pact of Entrepreneurs)ip Education6 /n E:aluation of t)e ,erger Entrepreneurs)ip Progra. at t)e Dni:ersit0 of /riKona& 1A!5-1AAA -uff0& P.,.& Ste:enson& U.U. (1A!% Entrepreneurs)ip and Self-E.plo0.ent6 Dnderstanding t)e -istinctions& in

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*rontiers of Entrepreneurial (esearc). Uornada0 et al. (Eds. & Qellesle0& 1/& ,a<son 5ollege. -ea7ins -. and *reel 1.& 2''3. Entrepreneurs)ip and s.all fir.s& 3rd edn. 1c3raw Uill Education6 Rondon. -efinition of Entrepreneurs)ip& www.westaction.org@definitions@defVentrepreneurs)ipV1.)t.l '!@'4'5 -epart.ent for ,usiness Inno:ation C S7ills (2'13 & Enterprise Education I.pact in Uig)er Education and *urt)er Education& www.go:.u7@go:ern.ent@uploads@s0ste.@uploads@attac).entVdata@file.pdf #cto<er 1A& %$"(# -9I (2''2 . 0/ 5li.ate for Enterprise and 3rowt). Enterprise& s7ills and inno:ation #pportunit0 for all in t)e world of c)angeF www.dti.go:.u7@opportunit0forall@pages@c)apter5.)t.lWen)ancing 25@'4@'5 -9I (2''2 E/ *oundation #f Econo.ic Success. #pportunit0 for /ll in t)e Qorld of 5)ange.F Q)ite Paper www.dti.go:.u7@opportunit0forall@pages@c)apter1.)t.lWstands 25@'4@'5 -9I (2''2 . E/ll (egions to Prosper. #pportunit0 for /ll in t)e Qorld of 5)ange.F Q)ite Paper www.dti.go:.u7@opportunit0forall@pages@c)apter3.)t.lW<uilding 1'@'7@2''5 -9I (2'''-2''1 Strategic *ra.ewor7& U1S#6 Rondon -9I (1AA! . E#ur 5o.petiti:e *uture6 ,uilding 9)e Bnowledge -ri:en Econo.0F Q)ite Paper. www.dti.go:.u7@co.p@co.petiti:e@anVreprt.)t. 25@'4@'5 Effa)& P. (no date E5ountr0 Uig)er Education Profile6 3)anaF International Networ7 *or Uig)er Education In /frica www.google.co.u7@searc)J)lXenC>X3raduateYune.plo0.entYinY3)anaC.etaX 3raduate Dne.plo0.ent in 3)ana6 9)e 10t). www.g)anawe<.co.@3)anaUo.ePage@<logs& #cto<er 1!& 2'13. Ua0ward 3.& (/pril 2''5 we<-<ased EEnterprising 5areers& E:aluating Entrepreneurs)ip in Scottis) Dni:ersitiesF 5entre for Studies in Enterprise& 5areer -e:elop.ent and Qor7 (Dni:ersit0 of Strat)cl0de . www.strat).ac.u7@enterprisingcareers@)a0ward.)t.l 11@'!@'5 Ua0ward& 3. and Sundnes& #.& (/utu.n 2''' & E2peri.ental Rearning and t)e Qor7-(elated 5urriculu.6 5onceptual 5)allenges and ;uestions& www.s7ope.o2.ac.u7@sites@default@files@SB#PEQP1'.pdf& #cto<er 2'& 2'13. Uoepfl 1. 5. 1*all 1AA7 E5)oosing ;ualitati:e (esearc)6 / Pri.er for 9ec)nolog0 Education (esearc)ers.F Journal of 9ec)nolog0 Education& $olu.e A& Nu.<er 1 U0tti D. and #H3or.an 5. (2''% . EQ)at is G Eenterprise educationF GJ /n anal0sis of t)e o<Iecti:es and .et)ods of enterprise education progra..es in four European countries.F Education and 9raining Journal. $ol. %4& No. 1. pp. 11- 23 Jac7son& 9. and $it<erg& /. (1A!7 5areer -e:elop.ent& Part 16 5areer and Entrepreneurs)ip& Personnel& 4% (2 . Beog) Q. and 3allowa0 R. (2''% . E9eac)ing enterprise in :ocational disciplines6 reflecting on positi:e e2perience.F 1anage.ent -ecision& $ol. %2 No. 3@%. #wusu-/nsa)& Q. and Po7u& B.& (2'12 Entrepreneurs)ip Education& a Panacea to 3raduate Dne.plo0.ent in 3)anaJ International Journal of Uu.anities and Social Science $ol. 2 No. 15= p. 211-22' Patton& 1. ;. (2''2 . ;ualitati:e (esearc) C E:aluation 1et)ods. 3rd edn. Sage6 Rondon Prospects.ac.u7 /utu.n 2''3. E3)ana6 Jo< .ar7etF www.prospects.ac.u7@c.s@S)owPage@Uo.eVpage@E2ploreVwor7ingVandVstud0ingVa<road@5ountr0VspecificVinf or.ati on@3)ana@Jo<V.ar7et@ Punc) B. *. 2''%&. Introduction to Social (esearc). ;uantitati:e and ;ualitati:e /pproac)es 2nd ed. S/3E Pu<lications6 Rondon (osa& P. 2''3. E2Uardl0 Ri7el0 to 1a7e t)e Japanese 9re.<leH# 9)e ,usinesses of (ecentl0 3raduated Dni:ersit0 and 5ollege GEntrepreneursHF. International S.all ,usiness Journal& $ol. 21 (% 6 %35-%5A. S/3E Pu<lications6 Rondon National Statistics (no date EQ)at is ;ualitati:e (esearc)FJ www.statistics.go:.u7@a<out@ser:ices@dc.@>ualitati:e.asp 25@'!@'5 Scottis) EnterpriseHs New /pproac) to Entrepreneurs)ip. www.scottis)enterprise.co.@pu<lications@su..ar0.pdf Scottis) Enterprise& EScottis) Enterprise polic0 towards entrepreneurs)ipF& www.scottis)enterprise.co.@sedotco.V)o.e@a<outVse@researc)-and-pu<lications@entrepreneurs)ipVpolic0.)t.J Scottis) Enterprise Networ7& Infor.ation S)eet 1& (Reaflet -e:eloping an Enterprise 5ulture in Scotland. *ro. Pri.ar0 1 to Plc Scottis) Enterprise Networ7& Infor.ation S)eet 2 (Reaflet / 3uide to Enterprise Education in Scotland 9)e *raser /llender Institute (2''1 Pro.oting ,usiness Start-ups6 / New Strategic *or.ular& Stage 1& *inal (eport& Scottis) Enterprise& 3lasgow. Qilson& *.& Bic7ul& J. and 1arlino& - (2''7 3ender& entrepreneurial self-efficac0& and entrepreneurial career intentions6 I.plication of entrepreneurs)ip education& Entrepreneurs)ip6 9)eor0 and Practice %'4.

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