Exploring ‘Entrepreneuring’ Dynamics among Ghanaian University Students

Abstract

Interest in entrepreneurship as a solution to unemployment and a means to promote economic growth is growing globally. International development agencies emphasise entrepreneurship’s crucial role in enhancing the effectiveness and longevity of aid. Final-year university students are recognised as crucial in this ‘entrepreneuring’ agenda. This study examines the dynamics of entrepreneurial intentions among Ghanaian university students. The study involved a diverse sample of 927 final-year university students in the Ashanti Region of Ghana selected using stratified random sampling. Data was collected using a structured questionnaire measuring the sub-dimensions of intentions and analysed using SPSS and Excel. The analysis employed the Mann-Whitney U test to compare differences between groups. The findings indicate that aspiring entrepreneurs exhibit stronger positive emotions and greater confidence than those inclined toward traditional employment. Individuals with entrepreneurial intentions exhibited significantly higher instrumental attitudes (U = 57231.500, p = 0.014), affective attitudes (U = 47996.000, p < 0.001), and subjective norms (U = 55020.500, p = 0.002) compared to those inclined toward formal employment. Gender analysis suggests that women face unique challenges in entrepreneurship. Female participants scored significantly higher in subjective norms (Z = -2.490, p = 0.013), perceived difficulty (Z = -3.707, p < 0.001), perceived controllability (Z = -3.092, p = 0.002), and commitment to entrepreneurship (Z = -3.126, p = 0.002) compared to their male counterparts. The role of family background shows a complex influence on entrepreneurial intentions. The study concludes with recommendations for policymaking, academic initiatives and future research efforts. A strategic recommendation is the integration of entrepreneurship as a core subject from secondary to tertiary education. Collaborative efforts between institutions like the Ghana Education Service (GES) and the National Entrepreneurship and Innovation Plan (NEIP) are crucial to ensure effectiveness.