Entrepreneurial knowledge, skills and attributes of hospitality students in a higher education institution

CLEARANCE CERTIFICATE NUMBER: 2020FOBREC828
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The rising unemployment rate is one of many challenges facing South Africa, especially among the youth. Government and business leaders are faced with the task of curbing this epidemic, as it is increasingly affecting the status of the country in terms of slow economic growth and a high crime rate. Entrepreneurship has been identified as an important aspect of many countries’ economic models, to enhance economic activity and create employment for the growing population worldwide. Across the globe, many universities are tasked with increasing their entrepreneurship content in their programmes to create more young entrepreneurs and curb the rising unemployment statistics. Entrepreneurship education and exposure thereof have a positive effect on students’ intention to become entrepreneurial savvy. Entrepreneurship programmes that promote knowledge, skills and a particular set of attributes, have a positive effect on the overall entrepreneurial intention of university students hence this study is guided by the Social Cognitive Theory and Bandura’s Agentic theory which depicts that career goals and choices are self-efficacy related and motivation by self-belief of an individual’s talent and abilities can control their goals. Entrepreneurship education has become a global phenomenon, with the intention to improve societies and the economy. There are various studies done in Asia, America, Europe and central to north Africa regarding entrepreneurship in general and entrepreneurship education, but the literature lacks data, especially from a South African context. This quantitative study sought to investigate the entrepreneurial knowledge, skills and attributes that agile hospitality students require to succeed in the tourism and hospitality industry, especially as entrepreneurs. 
The study used a quantitative research approach following a positivist paradigm. The study employed a descriptive cross-sectional research design, incorporating a quantitative survey using an online questionnaire. First, the researcher conducted documentary reviews in the form of Hospitality Management learning guides to familiarize and identify the entrepreneurship outcomes, teaching methods and modalities in the module. The reviews along with the literature review helped the researcher develop an understanding of the module and develop a list of entrepreneurial questions included in the questionnaire. 
The study focused on hospitality management students as a sample, at an institution of Higher Learning offering Hospitality Management. The questionnaire was distributed to a total of 400 students and the response was 228, thus giving a response rate of 57%. The data gathered was analysed using Statistical Package for Social Sciences version 28. Descriptive and inferential statistics were then presented, followed by a confirmatory factor analysis and regression model.
The study sample showed that there were more female than male students (73%). Together, the average age of the respondents was between 21 and 25 years (62%). The results from the questionnaire showed out of the three years of study, first-year students dominated by 46% above second- and third-year students. With regards to ethnicity, there was a vast difference between the groups where African participants were a majority of 82%. The participants needed to notify whether the choice of hospitality management was their first, second or third choice, just over half of the respondents indicated it as their first choice (58%). The factor analysis showed 7 factors that need to be taken as those that influence entrepreneurial knowledge, skills and attributes. From the data collected, information regarding their knowledge, skills and attributes was questioned. Information such as business aspirations mainly indicated the student’s intention to start a business was because they believe in themselves (60.09%), the know they are hard workers (55.26%), passion is what drives them (51.75%) and above all the students advocate determining their own future (64.91%). The students felt that entrepreneurship education in the hospitality management course has developed a need for achievement in them (49.12%), time management ability (48.25%) and problem-solving ability (47.81%). Data was collected to understand how entrepreneurial teaching methods have enhanced the students’ capabilities in the course, and students regarded mentorship by entrepreneurs and industry interaction as a significant aspect (40.79%). Teaching techniques enhancing the student’s mindset entrepreneurial capabilities indicated that students would prefer to interact more frequently with small business development agencies (39.91%), interact with successful entrepreneurs (38.60%) and felt that adding the entrepreneurship component to more than one subject would be beneficial in stimulating the mind towards a future in entrepreneurship (38.16%). The participants have shown an understanding concerning their entrepreneurship mindset based on their learning, for example knowing that running a business takes a lot of hard work and sacrifice (77.63%), also the confidence in their abilities like being able to assess strengths and weaknesses of a business (51.32%), students are confident in understanding the mindset of consumers (50.88%) and can see themselves starting a business (67.98%). 
The main findings revealed that entrepreneurship education influences self-efficacy, attitude towards becoming and entrepreneur and entrepreneurial confidence coupled with an entrepreneurial mindset. The responses also showed that more students would rather have a programme that incorporated more practice and influence of outside stakeholders, like mentors and entrepreneurs with profitable businesses. Generally, higher education institutions should develop programmes that incorporate entrepreneurial capabilities, that foster knowledge, skills, and attributes that would encourage students to become entrepreneurial.

合格证书编号：2020FOBREC828

南非面临的诸多挑战之一便是失业率持续攀升，尤以青年群体为甚。政府与商界领袖肩负遏制这一顽疾的重任，因为失业率高企正日益拖累该国经济增长，推高犯罪率，损害国家形象。创业已被多国认定为经济模式中的关键一环，有助于激活经济活动，为全球日益增长的人口创造就业岗位。放眼全球，众多高校均致力于在课程中增设创业相关内容，以培养更多青年创业者，扭转失业率持续走高的态势。创业教育及其相关实践，对学生形成创业素养具有积极作用。能够传授知识、技能与特定特质的创业课程，可显著提升大学生的整体创业意向，因此本研究以社会认知理论（Social Cognitive Theory）及班杜拉能动理论（Bandura’s Agentic theory）为指导框架。上述理论指出，职业目标与选择与自我效能感息息相关，个体凭借对自身天赋与能力的自信所产生的动机，可支配其目标设定。

创业教育已成为全球现象，旨在改善社会与经济现状。目前学界已在亚洲、美洲、欧洲及北非中部地区开展了诸多关于创业及创业教育的研究，但相关文献仍缺乏针对性研究数据，尤其是南非本土语境下的相关数据。本定量研究旨在探究敏捷型酒店管理专业学生在旅游与酒店业中，尤其是以创业者身份从业所需的创业知识、技能与特质。

本研究采用定量研究方法，遵循实证主义范式。研究采用描述性横断面研究设计，通过在线问卷开展定量调研。首先，研究者以酒店管理课程学习指南为对象开展文献综述，以熟悉课程内容、明确课程中的创业培养目标、教学方法与实施模式。本次文献综述结合前期文献调研，帮助研究者厘清课程脉络，并编制了问卷中的创业相关问题。

本研究以某开设酒店管理专业的高等院校的酒店管理专业学生为研究样本。研究共向400名学生发放问卷，回收有效问卷228份，有效回收率为57%。研究采用社会科学统计软件包（Statistical Package for the Social Sciences, SPSS）28.0版本对收集到的数据进行分析。首先呈现描述性统计与推断性统计结果，随后开展验证性因子分析与回归模型构建。

样本数据显示，女性学生占比更高（73%）。受访者平均年龄集中在21至25岁区间，占比达62%。在三个学年的学生中，大一学生占比最高，达46%，远超大二与大三学生。种族维度方面，群体差异显著，非洲裔参与者占绝大多数，达82%。调研要求受访者说明选择酒店管理专业是其第一、第二还是第三志愿，仅超半数受访者表示该专业为其第一志愿（58%）。因子分析结果显示，共提炼出7个影响创业知识、技能与特质的核心因素。

本次问卷围绕受访者的创业知识、技能与特质展开调研。例如，针对创业愿景的调研结果显示，学生创业意向的主要动因包括：相信自身能力（60.09%）、自认勤勉肯干（55.26%）、受创业热情驱动（51.75%），而最核心的动因则是学生主张掌控自身未来（64.91%）。学生认为，酒店管理课程中的创业教育培养了他们的成就需求（49.12%）、时间管理能力（48.25%）与问题解决能力（47.81%）。调研还旨在了解创业教学方法如何提升学生的课程学习能力，结果显示，学生认为创业者导师指导与行业互动是极为重要的教学环节（40.79%）。在提升学生创业思维能力的教学方式方面，学生更倾向于：更频繁地与小型企业发展机构开展互动（39.91%）、与成功创业者交流（38.60%），并认为在多门课程中增设创业相关内容，有助于培养学生的创业思维，助力其未来投身创业（38.16%）。参与者通过学习已形成清晰的创业认知：例如，他们知晓经营企业需要付出大量辛劳与牺牲（77.63%）；对自身能力抱有信心，如能够评估企业的优势与劣势（51.32%）；能够理解消费者心理（50.88%）；且有意愿自主创业（67.98%）。

本研究核心结论显示，创业教育对学生的自我效能感、创业态度与创业信心均具有显著影响，同时有助于塑造学生的创业思维。调研结果同时表明，更多学生期望参与包含更多实践环节、并引入外部利益相关者（如盈利性企业的导师与创业者）参与的创业课程。总体而言，高等院校应优化创业相关课程体系，融入创业能力培养模块，以传授创业知识、培育创业技能与特质，激励学生投身创业实践。