Purpose

The purpose of this paper is to propose and test a model to examine the factors that mediate the relationship between entrepreneurial education and entrepreneurial intentions among undergraduate students in Ghana. Specifically, the study identified entrepreneurial attitudes and behaviours (namely, risk-taking ability, self-efficacy, pro-activeness and behavioural control) that students ought to acquire through entrepreneurial education to increase their intentions to indulge in entrepreneurship.

Design/methodology/approach

The survey approach was adopted, with data collection done through administering questionnaires to students in the two public universities in the Central Region of Ghana. The model was tested using the partial least squares procedure.

Findings

The results found support for the proposed model, depicting that, with the exception of self-efficacy, other factors such as behavioural control, risk-taking ability and pro-activeness mediate the relationship between entrepreneurial education and entrepreneurial intentions of students.

Research limitations/implications

The major limitation of this study is that the proposed model was tested in only the public universities in the Central Region of Ghana. Subsequently, the validity of the model should be confirmed in other institutions.

Practical implications

The findings suggest that entrepreneurial education should be integrated into the course structure of all programmes across all disciplines in the tertiary institutions of Ghana. This will promote entrepreneurship and alleviate unemployment among university graduates.

Originality/value

The study provides a basis for tertiary institutions to develop programmes, policies and measures to help students to build upon their ability to take a risk, control their behaviour and be pro-active. This will influence their quest to become self-employed and not to rely on others and the government for employment after graduation.