期刊名称：European Journal of Business and Social Sciences
印刷版ISSN：2235-767X
出版年度：2016
卷号：5
期号：3
页码：16-27
出版社：European Society of Business and Social Sciences
摘要：he proliferation of Entrepreneurship Education (EE) in Africauniversities calls for an investigation on the suitability of thepedagogies being used. The study investigated how blendedlearning which entails different training approaches, integration oftechnology, flexibility of student and lecturer interaction, depth ofreflection on the content and live events contributed to acquisition ofessential skills, knowledge, traits, attitude and competence ofuniversities students. The target population was 147 fourth yearentrepreneurship students comprising those from private and publicuniversities in Nairobi and Kiambu Counties out of which 109respondents were sampled. A Likert-type self-administered and datawas collected using a structured questionnaire. The researcheremployed a survey design. Multinomial logistic regression analyzedrespondents’ perception of learning context on their EntrepreneurialSelf-Efficacy (ESE). The findings revealed that blended learningcontributed positively towards ESE. High levels of ESE accelerateentrepreneurship activities, creativity and innovation resulting inproductive engagement of graduates in economic growth andexpanding employment opportunities. It is recommended thatuniversities offering EE should adopt different training approachesrather than the traditional, provide adequate resources and identifythe right mentors for students. Further research should be carried outto determine the applicability of bended learning, suitability of rolemodels and industry players in mentorship.
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