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Entrepreneurship and STEM Competencies Education Among

Female Estate Management Students of Polytechnics

Hannatu Lucius DATUKUN,

Mangai Tarzan AHMADU,

Racheal Titus GOPEP

Department of Estate Management & Valuation, Plateau State Polytechnic, Barkin Ladi, Nigeria

Department of Building Technology, Plateau State Polytechnic, Barkin Ladi, Nigeria

Department of Business Administration & Management Plateau State Polytechnic, Barkin

Ladi, Nigeria

*Corresponding Author

DOI : https://doi.org/10.51583/IJLTEMAS.2024.130603

Received: 01 June 2024; Revised: 17 June 2024; Accepted: 21 June 2024; Published: 05 July 2024

Abstract: Entrepreneurship is a catalyst for the economic prosperity of countries through wealth creation and employment

generation. The high unemployment rate in Nigeria is more pronounced among female graduates. As a result, numerous research

and government interventions to address this scenario were initiated, but female graduate unemployment still rises at alarming

rate. This has been attributed to the lack of intention of female students toward entrepreneurial activities. Thus, this study

investigated entrepreneurship education and STEM and entrepreneurial competencies of female students. Three hypotheses were

used. The study utilised the quantitative method and survey design based on a cross-sectional time horizon. The collected data

from a sample size of 37 female students of estate management in Plateau State Polytechnic. The study also utilised the

systematic review and conceptual secondary evidence, by reviewing and analysing 30 recent articles and using SPSS to generate

simple percentages, descriptive statistics and simple linear regression model. Results revealed a positive and significant

relationship between entrepreneurship education and entrepreneurial intention majorly among social science students. On this

premise, a conceptual framework was developed with STEM competencies as moderator to fill the knowledge gap. The

conceptual framework reiterates the need to assess moderating effects of STEM conpetencies based on socio-emotional skills,

multi-literacy skills, and knowledge-thinking skills among female estate management students of Plateau State Polytechnic and

this showed a moderate positive and significant relationship. Based on the findings, the institutions of higher learning should

improve the quality of entrepreneurship education by leveraging on course content enrichment, pedagogical flexibility, and

extracurricular activities to strengthen TVET EI of female students.

Key Words: Entrepreneurship, STEM, TVET, Gender

I. Introduction

Entrepreneurship is a catalyst for the economic prosperity of countries through wealth creation and employment generation.

Entrepreneurship is usually measured by the entrepreneurial activities executed by individuals who exploit opportunities for

business development. Comparing the statistics of entrepreneurial activities of some countries around the world, the U.S.A. is

42.88, Germany, 41.05, UK 35.8, and Israel 34.25; while Ghana is 13.35, Nigeria 14.11, Rwanda 14.96, and South Africa 15.12

(CEOWORLD Magazine, 2021). Equally, the General Entrepreneurship Monitor report of 2022 disclosed that a country may

have high entrepreneurial activities but without a commensurate impact on economic realities like unemployment (GEM, 2022).

On account of these, the unemployment rates of these countries are3.3%-Israel, 3.5%- U.S.A., 3.5%-UK, and 5.4%-Germany; and

4.7%-Ghana, 16.5%-Rwanda, 32.9%-South Africa, and 33.3%-Nigeria (OECD, 2023). Considering these statistics indicate that

the unemployment rate in Nigeria is very high. This is more pronounced among female graduates as NBS’ (2021) statistics

showed a rising trend from 31.6% in the 2nd quarter to 35.2% in 4th quarter of 2020.Scholars blamed the unemployment situation

on the inability of female students to develop their entrepreneurial intentions (Aga, 2023; Iyortsuun et al., 2020), alongside lack of

Technical and Vocational Education and Training (TVET) background to fit current employability trend.

Entrepreneurial intention is viewed as the significant factor in determining whether an individual would start any business activity

(Yang & Niyomsilp, 2022). Furthermore, Sim et al., (2023) asserted that all entrepreneurial activities begin with entrepreneurial

intention without which no entrepreneurship will exist. This implies that stimulating the TVET-based entrepreneurial intention of

a teeming student population heralds great entrepreneurship milestone through flexible business models. In other words, without

TVET-based EI, graduates would end up becoming ardent job-seekers (Yonla et al., 2020) and unemployable rather than job-

makers.

Entrepreneurship education is regarded as formal lectures and programmes meant to create entrepreneurship awareness and skills

in students. Entrepreneurship education is described in terms of pedagogy, course content, and extracurricular activity (Adisel et

al., 2022; Dakung et al., 2022). These dimensions enable the use of several approaches to make entrepreneurship teaching and

learning attractive and meaningful. In addition, UNESCO-UNEVOC observed that teaching of entrepreneurship offers a realistic

and effective means to develop the transferable skills needed to match the changing world of work (UNESCO, 2018). Further,

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

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studies like Astiana et al., (2022); Faloye & Olatunji (2018); Soomro & Shah, (2020); Walidayni et al., (2023); Wu et al., (2022);

revealed that entrepreneurship education has a positive and significant influence on fresh graduates’ business start-up intention.

Though, Dabbous (2023) did not find a link between EE and EI, Tu & Akhter (2023) discovered that entrepreneurship education

based on teachers’ creativity promote competencies in entrepreneurship. This means that EE can be organised to predict STEM

competencies.

In this study, STEM competencies are viewed as multi-disciplinary capabilities that can accelerate workforce readiness for

industrial revolution. In view of this, STEM competencies are seen as socio-emotional intelligence, multi-literacies, thinking

skills, and knowledge dimensions (ILO, 2020). These dimensions (regarded as STEM in TVET) have been packaged to provide

knowledge and skills related to occupations in various segments of economic and social life through formal, non-formal and

informal learning methods to drive youth employment and entrepreneurship (UNESCO, 2018). In achieving this, STEM

competencies can be used to foster TVET learning and mastery of specialised techniques as well as general knowledge, skills and

values (Moses, 2023). Where learners are able to articulate these techniques and scientific principles into lifelong career skills,

will result in strengthening entrepreneurial competencies. Thus, entrepreneurial competencies enable students to cope with all

manners of situations in driving innovative breakthroughs (Mulder, 2017). More so, Joensuu-Salo et al., (2022); Iddris et al.,

2022; Iwu et al., (2021) established a positive and significant link between entrepreneurial competencies and entrepreneurial

intentions.

The study sought to fill the knowledge gap in moderating role of STEM competencies in the relationship between

entrepreneurship education and TVET entrepreneurial intentions. Also, this was carried out among female Estate students of

polytechnics where entrepreneurship research is considered limited.

Objectives

The main objective of this study was to identify possible means of developing entrepreneurial intentions within TVET framework

utilising entrepreneurship education and STEM competencies for female estate management students of polytechnics. Other

specific objectives which hypotheses will be tested on include the following:

i. To ascertain how entrepreneurship education affect socio-emotional skills of female estate students of polytechnics.

ii. To identify the moderating role of entrepreneurship education on the multi-literacy skills of female estate students of

polytechnics.

iii. To find out the effect of entrepreneurship education on knowledge thinking skills of female estate students of

polytechnics.

II. Review of Literatures

TVET Entrepreneurial Intentions

Based on the opinion of Krueger and Carsrud (1993), intention is a perfect predictor of subsequent behaviour. The stronger the

intention to engage in entrepreneurial activities, the more likely to become an entrepreneur or behave entrepreneurially at last

(Ajzen, 1991). Thompson (2009); Bird (1988) defined entrepreneurial intention as the awareness and conviction by an individual

to set up a new business venture and plan to execute such in the future. Arising from these submissions, entrepreneurial intention

implies the willingness or desired plan to carry out innovative business in the shortest possible time. Thus, forming

entrepreneurial intention connects to advancing knowledge regarding entrepreneurship in an innovative manner (Lee et al., 2022).

As a result, TVET entrepreneurial intention can tailor the mind-set of students to pursue goals through technical and vocational

means to be able to cope with current technological changes around the world. Thus, a TVET entrepreneurial intention makes the

development of entrepreneurship career all inclusive -both science and arts, or formal and informal, also across gender and age.

Entrepreneurship Education

Entrepreneurship education is defined as the provision of formal lectures, curricula and programmes that attempt to equip

students with the necessary entrepreneurial competencies, knowledge and skills for the pursuit of an entrepreneurial career

(Ekpoh & Edet, 2011). Furthermore, scholars have contended that the most effective education methods for entrepreneurial

teaching and learning is the learner-centred, using active-application and active experimentation approaches instead of the

frequent teacher-centred transmission of passive knowledge (Dakung et al., 2022). Developing entrepreneurial course content is

aimed at stimulating entrepreneurship awareness among students to intensify their interest in entrepreneurship (Dakung et al.,

2022). As such, entrepreneurial course content and the interaction with the educators are key factors in developing and fostering

entrepreneurialism (Bell & Liu, 2019). In line with this, Lanero et al., (2011) identified some essential building blocks of a

functional and effective entrepreneurship education such as case studies, business plans, projects, and financial management.

STEM Competencies

STEM competencies have been adopted in this paper as socio-emotional intelligence, multi-literacies, thinking skills, and

knowledge dimensions. These help to build strong entrepreneurial capabilities necessary to withstand economic pressures

(International Labour Organisation -ILO, 2020). Socio-emotional intelligence competencies denote “the ability to integrate

feeling, intuition, and cognition to acknowledge, comprehend, manage, relate, and express an individual’s sentiments. It also

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helps the learner to conduct social interactions at the appropriate time, and purpose, in the right context, and with the right person

or group” (Devis-Rozenthal, 2017). STEM thinking competencies include creative/inventive thinking, critical thinking, systems

thinking, computational thinking, decision-making and ethical thinking. STEM knowledge competencies that are both

disciplinary and trans-disciplinary and are important in TVET. Therefore, the idea of STEM competencies is to reinforce the

concept of entrepreneurial competencies. This means that STEM competencies are crucial in the development of TVET

entrepreneurial intentions to facilitate employability to secure job or become self-employed (ILO, 2020).

Entrepreneurship Education (EE) and TVET Entrepreneurial Intentions (EI)

Walidayni et al.,’ s (2023) conducted a study in vocational high school where students could be equipped with ready-to-use

industrial skills upon graduation in West Java Province, Indonesia. The results indicated that students’ value co-creation in

entrepreneurship education significantly affected their entrepreneurial intention. Similarly, Dabbous and Nada (2023) utilised

SEM model to analyse responses of 223 business students in Lebanon. The result showed that entrepreneurship education has a

positive effect on entrepreneurial intention but not significant. Wu et al., (2022) using Statistical Package for Social Science

(SPSS) computed regression analysis on a random sample of 804 college students in Zhejiang Province, China. It was found that

entrepreneurship education is significantly and positively related to entrepreneurial intention of students.

Astiana et al., (2022) examined the role of entrepreneurship education in increasing entrepreneurial intention among business

students in Indonesia. The data showed that entrepreneurial intentions were positively and significantly influenced by perceived

desirability, feasibility, propensity to act, and entrepreneurship education by 61.12%. Similar approach of study was employed by

Astiana et al., (2022) by Soomro and Shah (2020) to investigate of entrepreneurship education, self-efficacy, need for

achievement and entrepreneurial intention among 184 Pakistan’s commerce students whose findings replicated observation in

Indonesian business students.

Arising from the foregoing, learning of entrepreneurial subjects and skills are essential in fostering their internal motivation

which help to build confidence toward starting and owning business venture rather than hunting for jobs after graduation.

Entrepreneurship Education and STEM Competencies

The essence of reviewing this relationship is to ascertain how EE has influenced STEMC. Following this, Tu & Akhter (2023)

explored the role of entrepreneurial education, technology and teachers’ creativity in excelling entrepreneurial competencies

through vocational colleges. The application of PLS-SEM on the data of 357 of potential future entrepreneurs was used to

establish a significant positive association between the said predictors and entrepreneurial competencies. Xiang et al., (2023)

supported such finding having examined the pathways of entrepreneurship education, digital government building, and gender

differences on entrepreneurial competencies of college social entrepreneurs.

Furthermore, Mets et al., (2022) used a self-assessment questionnaire based on the ‘generic’ entrepreneurship competence model,

improved with the section on entrepreneurial process competence. The study revealed that college students develop

entrepreneurial competencies by participating in entrepreneurship competitions (as mediator) unlike students who participate in

regular entrepreneurship education. Adeyemo et al., (2021) made same findings after examining the extent to which

entrepreneurship education influence entrepreneurial competencies and entrepreneurial intentions among the students of Osun

State Polytechnic, Iree, Nigeria.

Wang et al., (2019) utilised the National Taiwan University to investigate differences in business school students’ entrepreneurial

competencies and intention between those who took the Creativity and Entrepreneurship Programme and those who did not. They

further explored the context limits on facilitations in the entrepreneurship education of college students in different academic

disciplines of management school. Results showed that the EE course did have positive impacts on all entrepreneurial

competencies and intention, that the effectiveness on the attitude domains was more evident than that on the knowledge or skills

domains, and that academic disciplines did have a context effect on students’ entrepreneurial competencies and intention.

STEM Competencies and TVET EI

Joensuu-Salo et al., (2022) explored how sustainable entrepreneurship competence impacts entrepreneurial intentions in two

educational contexts of higher and secondary education. The results revealed that sustainable entrepreneurship competence is a

significant factor that can explain entrepreneurial intentions in both higher and secondary education contexts. Likewise, the

research by Iddris et al., (2022) examined the effect of innovation education and competence on entrepreneurial intentions among

postgraduate students and the role of innovation competence and gender in Ghana, results indicated that innovation competence

has a significant positive influence on entrepreneurial intention.

In a similar way, Iwu et al., (2021) study in a South African university identified that a prerequisite to self-employment is

entrepreneurial intention. The empirical results suggested that the perceived competency of the lecturing team demonstrates a

moderate and positive correlation with student entrepreneurial intention. Equally, Botha et al., (2019) studied South African

business students on entrepreneurship competencies. The findings revealed that entrepreneurial competencies have a positive

relationship with recurring entrepreneurial action, recurring entrepreneurial intention behaviours and recurring entrepreneurial

intention attitudes.

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Theoretical Foundation

This paper incorporates the theories of planned behaviour, and social cognitive to provide a structure of support to the

relationships of variables under investigation. The Theory of Planned Behaviour (TPB) is used as an underpinning theory since it

is able to explain the link between attitudes toward learning from entrepreneurship education and intention, up to the point of

entrepreneurial behaviour. TPB as proposed by Icek Ajzen in 1980 presented three types of beliefs - behavioural, normative, and

control which translated into attitude toward behaviour, subjective norm and perceived behavioural control respectively (Ajzen,

1988). In this regard, when attitudes of students on EE are favourable, it leads to entrepreneurial intention. Nevertheless, the TPB

is limited in this investigation as its only dwell on students’ approaches to learning from EE, whereas the constituent of EE and

the institutions have fundamental role to play in stimulating the competence desires of students. On this account, the need to

integrate social cognitive theory to bridge the gap arises.

The Social Cognitive Theory (SCT) was proposed by Albert Bandura from the Social Learning Theory (Bandura, 1986). The

SCT is used in this paper as a competing theory to explain how a student can acquire knowledge in a social context and maintain

a particular behaviour. The theory assumes that past experiences can inspire reinforcements and expectations, necessary for one to

engage in entrepreneurial behaviour. The SCT is anchored on the tenets of reciprocal determinism, behavioural capability,

observational learning, reinforcements, expectations and self-efficacy (LaMorte, 2019; Bandura, 2008). On the assumption of

‘reciprocal determinism’, the students who undergo entrepreneurship education would develop experience from the course,

compare with entrepreneurial activities obtainable around and decide to respond in the form of stimuli by changing behaviour

(Cai & Shi, 2020). Also, ‘behavioural capability’ assumes that students would need actual ability, knowledge and skills to

perform any entrepreneurial activity as inspired by the EE. Furthermore, ‘observational learning’ holds that students of

entrepreneurship can equally witness and observe how entrepreneurial activities are conducted by others, and then replicate the

actions commensurate with their intentions. These constitute the approaches for effective motivation to drive STEM

competencies to reflect socio-emotional intelligence, multi-literacies, problem-solving and thinking skills.

Figure 1: Conceptual Framework

III. Method and Procedures

The paper adopted the systematic review method, where 30 articles related to EE, STEM Competencies and TVET EI were

gathered. The paper discusses the protocol, criteria for inclusion of review, search strategy, data extraction, and data

synthesis/analysis (Ahn & Kang, 2018). Implementing these methodologies judiciously bring out the uniqueness of the systematic

review to be different from the general literature review. Google scholar platform was used to purposively sample 30 articles on

entrepreneurship education, STEM competencies and TVET entrepreneurial intentions from 2013, 2016 to 2023. The software

preference for data analysis was quantitative tools such as PLS, AMOS, E-View, and SPSS. The paper further used a quantitative

approach to carry out survey design of cross-sectional type to collect data from different students at a specific time (Thomas,

2020). The population of study comprises 37 female estate management students of National Diploma (ND) II surveyed from a

class of 132 which was equally used as the sample size. In reaching out to the sample, the simple random technique was utilised

to ensure everyone participate in the survey. A primary source of data collection was designed through questionnaire structured

on five Likert scales of strongly disagree, disagree, neutral, agree and strongly agree. Additionally, entrepreneurship education

was measured by adapting scale from Lanero et al., (2011), while STEM competencies variable was measured by modifying the

scale from Armuña et al., (2020). The questionnaire was checked for Common Method Bias based on the suggestion of Taseen et

al., (2017), as well as ensuring its validity and reliability.

IV. Results and Discussion

The research sets to investigate the entrepreneurship education, STEM and entrepreneurial competencies of female students.

Thus, this section presents results in accordance with the three objectives of the study stated earlier. The results of this study

include a response rate of 94.6% out of the 37 female estate management students. The most participated age bracket was 18-22

(68.6%) year’s old students, while the marital statuses were mostly 91.4% singles. Furthermore, the assessment of prerequisite

tests for the use of linear regression model was evaluated using SPSS version 27. Bases on these, missing values analysis,

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outliers, data normality, multi-collinearity, correlation and model fit with data were assessed and they all met relevant thresholds.

Results of the main analysis are presented in table 1.

Table 1: Regression Results for Test of Hypotheses

Coefficients

Model

Unstandardized Coefficients

Standardized

Coefficients

Sig.

Std. Error

Beta

(Constant)

3.419

1.546

2.212

.034

.230

.073

.479

3.134

.004

a. Dependent Variable: SES

Coefficients

Model

Unstandardized Coefficients

Standardized

Coefficients

Sig.

Std. Error

Beta

(Constant)

4.127

1.872

2.204

.035

.182

.089

.336

2.050

.048

a. Dependent Variable: MLS

Coefficients

Model

Unstandardized Coefficients

Standardized

Coefficients

Sig.

Std. Error

Beta

(Constant)

4.223

1.688

2.503

.017

.197

.080

.393

2.456

.019

a. Dependent Variable: KTS

Table 1A reveals a moderate positive and significant (β= .497; t= 3.134; sig= .004) relationship between EE and SES. This

implies that entrepreneurship education affects the socio-emotional skills of the female estate students of Plateau State

Polytechnic. Also, the result of table 1B indicates that EE is positive and significant (β= .336; t= 2.050; sig= .04) predictor of

MLS. The outcome suggests that entrepreneurship education affect the multi-literacy skills of the female estate students of

Plateau State Polytechnic. Similarly, table 1C shows that EE has a positive and significant (β= .393; t= 2.456; sig= .019)

moderate effect on KTS. The result implies that entrepreneurship education affects the knowledge-thinking skills of the female

estate students of Plateau State Polytechnic.

Effect of EE on SES

The findings of how entrepreneurship education affects the socio-emotional competencies of female estate students of

polytechnics have proven positive and significant. The means that as female estate students of polytechnics offer entrepreneurship

courses the ability to integrate feelings in social interactions is developed in them. Socio-emotional competencies may become

high in strengthening technical and vocational intentions. In other words, EE that could affect socio-emotional competencies

positively can promote communication, partnership, support, compassion, lifelong wide learning, resilience, guidance, service

coordination, project management and global mind set would probably result in TVET desires. This finding aligns with Tu &

Akhter (2023) who found positive and significant link between EE and the construct of entrepreneurial competencies. The finding

also corroborates some of the tenets of the theories adopted in this study. For TPB (Ajzen, 1991), where the attitudes of female

estate students toward EE is controlled by socio-emotional competencies it would lead to technical and vocational feelings.

Likewise, in SCT’s behavioural capabilities and reinforcement, where female estate students utilise EE on the premise of socio-

emotional competencies, they would have actual sensitivity competencies and inspiration (Bandura, 2008) to glamour for

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technical and vocational education. Though, in this study the contribution of EE on SES is not large enough to sustain all of these

benefits in the long run.

Consequences of EE on MLS

There is a positive and significant link between EE and multi-literacy competencies among female estate students of polytechnics.

EE’s pedagogies, course contents and extracurricular activities have positive consequences on the mathematical ability, digital

mastery, cultural intellect, civic literacy, business health literacy, entrepreneurial mastery and organisational literacy (ILO, 2020),

as a potent pathway to technical and vocation education. In consonance with the finding of Xiang et al., (2023) between EE and

construct level of entrepreneurial competencies, the consequences of EE on MLS opens up diverse expert perspectives of

entrepreneurship. More so, this finding conforms with tenet of reciprocal determinism and self-efficacy in SCT which suggest

that as female Estate students offer entrepreneurship education they gain mastery experience and confidence of multiple literacies

that lead to behavioural change desire (Cai & Shi, 2020; Kisubi, et al., 2021). Also, the female estate students can be motivated

with the new intention from mastery innovative ideas and opportunities leading to “effective” competencies (Bacigalupo et al.,

2016). Nevertheless, the contributory effect of this finding could not be adequate for a length of time to come.

How EE Connects with KTS

The connection between EE and knowledge-thinking competencies has proven remarkable among female Estate Students of

polytechnics. This implies that the EE’s pedagogies, course contents and extracurricular activities have a little way of arousing

disciplinary and trans-disciplinary awareness among female estate students of polytechnics. Where such knowledge is connected

through creative thinking, critical thinking, systems thinking, computational thinking, decision-making and ethical thinking can

easily prompt technical and vocational need. The finding is seemingly consistent with that of Mets et al., (2022) who found how

entrepreneurship students engaged in competitions can develop generic competencies. This submission is equally consistent with

the findings of Walter and Dohse (2009) that active modes of entrepreneurship education like practical seminars directly

influence entrepreneurial intentions and attitudes, whereas the impact of reflective modes such as formal lectures depends on the

regional context of knowledge. They use the context of knowledge in terms of awareness of the activities of role models and work

experiences. This further corroborates the tenets of SCT of how students can acquire specific knowledge which are needed to

power ideas, experiences and opportunities into active intention and subsequent entrepreneurial activities.

V. Conclusion and Recommendations

This study combined the concepts of entrepreneurship education and STEM competencies and TVET entrepreneurial intention to

develop an entrepreneurship model for female students. This is meant for promoting women in STEM for personnel readiness that

foster industrial revolution framework of the technical education and skills development. Outcomes were deduced from the study

and the influence of EE on TVET EI was found to vary. In most cases EE could influence TVET EI directly, but could not do so

in few cases. Additionally, the pedagogical arrangement, course contents enrichment and extracurricular meaningfulness of EE,

as they interact with the dimensions of STEM competencies can impact TVET EI to a large extent. The interactions of STEM

competencies with entrepreneurship education could foster specialised entrepreneurial mastery of female estate students of

polytechnics with relevant skills to maximise the appraisal, acquisition, development, marketing, and management of property in

the future than what was obtainable in the past. The study recommended the following suggestions:

 The institutions of higher learning like polytechnics should utilise and introduce the STEM competencies framework into

entrepreneurship education by leveraging on course content enrichment, pedagogical flexibility, and extracurricular

activities that strengthen TVET EI of female students.

 Entrepreneurship course should be made more active, gender-oriented and practical in nature so as to sustain high feminine

interest.

 Further studies are called upon to extend this research scope to determine the actual positions of the interactions EE and the

dimensions of STEM competencies on the effectiveness of TVET EI of female students.

Acknowledgment

The authors wish to thank the anonymous peer-reviewer who provided very thoughtful recommendations that enhanced the

quality of this article. The editorial secretaries of IJLTEMAS are also appreciated for their invaluable inputs and support.

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