AN INVESTIGATION OF THE PROFILES OF ZIMBABWEAN STEM UNDERGRADUATE FRESHMEN AS INPUT TO ENTREPRENEURSHIP EDUCATION FOR STEM STUDENTS

  • Makanzwa Mercy Masunda Harare Institute of Technology
  • Charles Chitumba Harare Institute of Technology
  • Tawanda Prosper Mushayavanhu Harare Institute of Technology
  • Joshua Simuka Harare Institute of Technology

Abstract

Entrepreneurship is the new buzzword in universities across the globe and this has been attributed to fundamental socio-economic forces such as the persistence of unemployment, precarious employment, the emergence of knowledge-driven economies, and the imperative of bringing innovations to market (Karimi, et al., 2011, Valerio, et al., 2014).The shift towards entrepreneurship education is also from the realization that students can and should derive benefit from learning how to create value from their knowledge and skills (Duval-Couetil, 2016).

 The educational systems have not, until recently, been geared towards the development of entrepreneurship and self-employment in the STEM (Science Technical Engineering and Mathematics) disciplines (Hynes, 1996). Entrepreneurship has been confined to management and economics disciplines. The general consensus of late is that the provision of entrepreneurship education should not be restricted to certain courses or faculties, as entrepreneurial qualities and skills are needed in every sector of human activity (EC Brussels, 2006, Duval- Couetil, et al., 2011). It has been realised that entrepreneurship education, especially education that provides technological training, is crucial to the enhancement of entrepreneurs’ innovation skills in an increasingly challenging environment (Menzies and Paradi, 1999).  In fact Hynes (1996) argues that technical and engineering graduates are the originators of product ideas but are usually left out because of their lack of business appreciation to develop the idea further.  It is therefore not surprising that entrepreneurship courses are among the fastest growing curricular areas within engineering schools (Duval- Couetil, et al. 2011).

Key words: entrepreneurship, education, STEM, Zimbabwe

Author Biographies

Makanzwa Mercy Masunda, Harare Institute of Technology

Makanzwa Mercy Masunda is the chairperson of the Technopreneurship Development Centre (TDC), a centre of excellence that was established at the Harare Institute of Technology (HIT) to  inculcate a culture of innovation and wealth creation among all HIT students  through technopreneurship (technical oriented entrepreneurship) education.  She is a lecturer in Technopreneurship, and has been lecturing to Industrial Science and Engineering undergraduate students for the past eight (8) years. Ms Masunda holds a Bachelor’s degree in Business Studies, a Master’s degree in Business Administration (MBA) and a Higher Diploma in Entrepreneurship Development. She is very passionate about entrepreneurship as a pathway to economic development. She has facilitated on Entrepreneurship at local and international workshops.

Charles Chitumba, Harare Institute of Technology

Charles Chitumba is a lecturer in the Technopreneurship Development Centre at the Harare Institute of Technology. His qualifications include a bachelor’s degree in marketing, an MSc in Strategic Management, a diploma in Mechanical engineering and also an Advanced Diploma in Entrepreneurship Development.

Tawanda Prosper Mushayavanhu, Harare Institute of Technology

Mr Tawanda Prosper Mushayavanhu is a Teaching Assistant in the Technopreneurship Development Centre at Harare Institute of Technology. He holds a BTech in Electronic Commerce, a Certificate in Intellectual Property and a Certificate in Higher and Tertiary Education.

Joshua Simuka, Harare Institute of Technology
Mr Joshua Simuka is a Teaching Assistant in the Technopreneurship Development Centre at Harare Institute of Technology. He holds a BTech in Financial Engineering and a Certificate Technology Education.
Published
2018-05-03

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eISSN: 1998-1279