An Analysis of Entrepreneurship Curriculum Content: A Case study of the University of Zimbabwe Faculty Of Commerce

Abstract

The research investigates the role of curriculum in the development of entrepreneurs in the University environment, focusing on the Faculty of Commerce at the University of Zimbabwe. Curriculum plays a vital part in shaping student development and it is vital to recognise the underlying factors and policy developments both at global and national level which necessitate the paradigm shifts towards entrepreneurial education.  These include socio transformation due to globalisation, effects of sanctions, HIV/AIDS, reduced economic activity and high unemployment have necessitated a from the worker oriented graduate to an entrepreneurial mind-set that can create economic value and jobs. This study sought to investigate lecturer perspectives on the current state of the curriculum and determine the extent to which it is aligned to the said paradigmatic shifts in development thinking. The researchers used mixed methods to gather qualitative and quantitative data. The survey questionnaire was used to gather systematic responses from lecturers. The following are key highlights. From the survey 93.3% of the respondents indicated that they are given orientation training for curriculum development in the department; 67.7% disagree that entrepreneurship content undermines academic standards; 68.7% think there is entrepreneurship content; 40% think its adequate). The survey results recommended courses like Entrepreneurial Skills Development, Business Administration, Business Management (twice), Project Management, Project Management and Business Operations Business Marketing, Marketing and Economics to be systematically incorporated from the first year.

Keywords: knowledge management, university industry linkage (UIL), curriculum, entreprenuership