Volume 6, Issue 11, November – 2021 International Journal of Innovative Science and Research Technology

ISSN No:-2456-216

Entrepreneurial Tendencies and Institutional

Supports among Undergraduate Students
(A Case Study of University of Ibadan, Nigeria.)
ALALADE Oniyinde Michael
Centre for Entrepreneurship and Innovation,
University of Ibadan, Nigeria. 200005.

Abstract:- This study identified entrepreneurial The Federal government of Nigeria has built up extra
tendencies and institutional supports for entrepreneurial rules and regulations to instill entrepreneurship (business
activities available to undergraduate students of enterprise) culture in students of higher institutions. This
University of Ibadan. This paper also examined the level directive was given to the National Universities Commission
of utilization of the perceived institutional support (NUC) to guarantee that entrepreneurial reviews is
among the undergraduate students and studied how incorporated into the educational programs of Nigerian
institutional support will improve the entrepreneurial Universities with the point of lessening unemployment
activities among undergraduate students in the among new graduates to the minimum point. In spite of the
University. The study design was descriptive cross- acknowledgment of the fact that entrepreneurship is having
sectional, probability sampling techniques was adopted, the capacity to control unemployment among Nigerian
a pre-tested well-structured questionnaire was used in youth and the presentation of entrepreneurship education in
obtaining primary data from 391 respondents using Nigerian Universities, National Bureau of Statistics(NBS) in
multi-item scale. Data collected were analysed in 2018 reported the rate of unemployment in Nigeria has
descriptive and inferential form; using Chi-Square / increased to 23.1% of the country’s population, considering
Fisher’s at 0.05 level of significance. Conclusion and The National Youth Policy (2009) defines youth as between
recommendations were there made based on the results ages 18–35 years, this category of citizens amount to about
of the findings. 31% of the entire population according to Central
Intelligence Agency (2018). This calls for a serious concern
Keywords:- Entrepreneurial Tendencies, Institutional as the level of unemployment amongst the Nigeria youths is
Supports, Undergraduate Students, University of Ibadan, indeed on a high rate.
Nigeria.
Entrepreneurial tendency is no doubt an important part
I. INTRODUCTION of entrepreneurship, it tells the interest and inclination of an
individual or group in entrepreneurship and its activities, in
Entrepreneurial activity is seen as an important driver other word can be referred to as entrepreneurial bahaviour.
of economic growth, productivity and development which is Mangasini and Damian (2014) argued that entrepreneurial
the reason its importance and values is being emphasised by tendency of individuals including University undergraduates
academics, specialists and policymakers. Therefore, can be improved through exposure and predisposition to
entrepreneurship has emerged almost commonest word in University support by entrepreneurship education and
the world. training. Despite the practice of entrepreneurship education
In Nigeria, the state of the economy in relation to the in Nigerian Universities, many graduates still find it
high rate of unemployment which is now a norm, has made challenging to be self-employed or employed for a long time
Nigerians especially the youths; both graduates and non- after graduation. This makes University support through
graduates at large to start identifying ideas and opportunities entrepreneurship education seems not to be a workable
that will result to economic and financial gain for them. solution to unemployment and job creation. Therefore, this
Consequently, there is need for knowledge in study focused on identifying institutional supports on
entrepreneurship by the undergraduates before they graduate entrepreneurial behavior among university undergraduate
to face the challenges in Nigerian economy. Scott and students, so as to ameliorate the various ways through which
Twomey (1988) saw that undergraduate students with the institutional support can be engendered in order to create an
guide of an entrepreneurial education would benefit from intention for entrepreneurship among University
outside intervention to consider entrepreneurship as a undergraduates.
vocation. So also, Postigo, Lacobucci, and Tamborini (2006) II. REVIEW OF LITERATURE
recognized the centrality of University education and the
part it plays in entrepreneurial movement. This expressed The complexity, turbulence and rate of change of the
that it is exceptionally fundamental to draw in the youthful business environment have intensified in recent decades
and taught to business enterprise, particularly as present (Ribeiro-Soriano and Urbano, 2009). At the same time,
mechanical patterns are tending towards a learning based small business owners and entrepreneurs have received
environment. greater recognition as driver of economic growth. Several
studies have reported that long-term economic growth and

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Volume 6, Issue 11, November – 2021 International Journal of Innovative Science and Research Technology
ISSN No:-2456-216
prosperity require participation from entrepreneurs. Both Fayolle and Gailly (2015) numerous empirical studies have
experts and government authorities seek to foster shown that a positive image towards entrepreneurship within
entrepreneurship as “an appropriate mechanism to face the a university campus encourages students. Colombian
impacts of the economic crisis” (GEM 2014, p.100). universities sampled three groups of students, where the
entrepreneurial intention of students was observed from
In time past and recent, many authors, scholars and those universities that invested entrepreneurship support and
researchers has made contributions in the area of training. In 2004 the University of Ghana introduced a
entrepreneurial tendency. It’s however observed they all compulsory entrepreneurship course for all their novices, in
have applied the use of semantics on various writings and an attempt to cultivate an entrepreneurial mind-set in
publications, with choices of the words Entrepreneurial Ghanaian Youth (Bawuah, Buame and Hinson 2006). This
Tendency, Entrepreneurial Attitude, Entrepreneurial development was also conducted by Kumasi polytechnic in
Intention, Entrepreneurial Behaviour and so on, of what Ghana where it is compulsory for every higher national
have shown how intertwined their studies are. diploma student to take one semester of the entrepreneurship
course before qualifying for graduation (Wongnaa and
Krueger (2000) characterized entrepreneurial tendency Seyram, 2014). Hinson (2004) noted achievements that were
as the objective conduct of acting naturally utilized or gained through the facilitation of entrepreneurial activities,
beginning a business and the subjective state transiently and where a youth competition was introduced “Grow the
casually preceding choice to a choice to begin a business Young Entrepreneur Competition”. The competition
individually. resulted in students receiving major funding to start their
The writing on entrepreneurial propensities on own businesses. Nicolaides (2011) further highlighted that
perceiving people with the slant to carry on learning institutions should be the catalyst for business start-
entrepreneurially by considering parts of identity that are up for students. Teaching and learning should provide
normal for entrepreneur (Cromie, 2000). Being antecedents support and maximize the potential of individual students. A
of entrepreneurial behavior, different authors define university is a place for team work between students,
tendencies depending on whether the contemplated type of academics and the university as a whole-it is a hub
entrepreneurial behavior is self-employed (venture creation) incorporating all the features necessary for advancing a
or entrepreneurship in its broad (both in employed work young mind.
setting “intrapreneur” and self-employed “venture Ajzen, (1991) propounded the theory of planned
creation”). Generally, tendency means the cognitive behaviour (TPB). The theory of planned behaviour has risen
representation of persons’ readiness to perform a given as a standout amongst the most predominant and well
behavior and considered antecedent to behavior (Fayolle, known reasonable structures for the investigation of human
Gailly and Lassas-clerc, 2006). activity and specifically the individual's propensities to take
Hisrich and Peters (1989); McCelland (1961) part in different exercises. Ajzen’s (2002) The Theory of
suggested that personality traits are indispensable Planned Behavior suggests that the immediate preceding of
fundamentals for stating entrepreneurship, Reynolds, Storey behavior is the intention to perform a given behavior.
and Westhead (1994) identified age, gender, origin and Intention is a direct preceding of real behavior; and the
religion as important demographic characteristics in stronger the intention for behavior, the bigger the success of
entrepreneurship for Universities graduates and behavior prediction or actual behavior.
undergraduates. The personality trait of an entrepreneur Ajzen (2005) refined the Theory of Planned Behavior
involves additional capacity to see a misbalance amongst model by expanding or adding new variables; namely,
request and supply and centre one’s entrepreneurial personal, demographic, and environmental factors which
movement to changing this distinction (Kirzner, 1973) can be antecedent of entrepreneurship behavior. Bird (1989)
Hougaard (2005) trusted that an enterprise idea depends on also emphasized the predictive role of personal
the perspective that keeping in mind the end goal to discover characteristics and contextual factors in entrepreneurial
business opportunity one needs innovativeness, capacity to behavior. In line with these arguments we included:
see and comprehend issues and find unforeseen (sudden) Personality, Social and Societal factors in our model to
solutions. investigate how they contribute to entrepreneurship
Koe et al. (2012) suggested that providing internship intention and behavior.
programs would enhance students’ desires. According to

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Attitude toward
entrepreneurial
activities

Demographic
characteristics
Effect on
Gender, Subjective norm Entrepreneurial
Age, tendencies
Marital status,
Level of study,
Vocational skill,
Faculty of study
Perceived
behavioral control Perceived Institutional
supports

Utilisation of perceived
institutional support

Fig. 1 : Conceptual Framework

 Hypotheses
 H01: There is no significant difference between students’ faculty and institutional supports for entrepreneurial activities.
 H02: There is no significant difference between students’ level of study and institutional supports for entrepreneurial
activities.

III. METHODOLOGY Table 1: Proportionate distribution of sample amongst the

selected Faculties
A. Research Design Source: The author
The research design is descriptive cross-sectional. The
study adopted the use of a well-structured questionnaire Table 1 shows the distribution of the samples
for obtaining data that were used for this study. according to individual proportions of the faculties. The
B. Population proportionate distribution allows for scientific
The target population for this study is the undergraduate demonstration and accurate collation of data according to
students of University of Ibadan; University of Ibadan the population strength of the selected faculties. The
has a total number of 15,322 undergraduate students respondents were selected using the simple random
across 16 Faculties, both on the main Campus and the sampling technique within each faculty which allowed for
College of Medicine. an equal probability chance for each member or element of
C. Sampling Technique the population to be selected.
This study adopted the probability sampling techniques.
Stratified sampling technique, and simple random E. Instrument
sampling techniques were adopted to achieve the A well-structured questionnaire was used in
objectives of the study. obtaining primary data for this study using multi-
D. Sample Size item scale.
The total sample size for the study was 395, determined F. Validity and Reliability
using the Taro Yamane sampling formula of 1967. Construct, content and face validity was adopted,
and reliability test analysis carried out using
S/N Faculties N S Cronbach’s alpha coefficient was 0.849.
1. Economics 301 34 G. Method of Data Analysis
2. Arts 2,183 244 Data collected were analysed in descriptive and
3. The Social Sciences 1,053 117 inferential form, inferential analysis using Chi-
Total 3537 395 Square / Fisher’s at 0.05 level of significance.

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IV. RESULTS 30 years & above 6 1.5
Faculty of study
Ten percentage of the questionnaire was taking to the Social Sciences 120 30.7
field to test if it can provide necessary and needed data for Economics 39 10.0
testing and analyzing the study hypotheses. Reliability test Arts 232 59.3
was carried out using Cronbach’s alpha coefficient to Level of study
measure the internal consistency and test the integrity of the 100 106 27.1
research instrument. From the analysis, the cronbach’s alpha 200 110 28.1
coefficient is 0.723, shows that there is a good level of 300 70 17.9
internal consistency in the data collected. 400 102 26.1
500 3 0.8
Cronbach’s Cronbach’s Alpha Based N of Vocational Skill
Alpha on standardized items Items No vocation 153 39.2
0.731 0.723 7 One vocation 182 46.5
Table 2 : Reliability Test More than one 56 14.3
vocation
There were three hundred and ninety-one students Table 3 : Socio-Demographic Characteristics of
engaged in the study, many (57.3%) were female and most Respondents (n= 391)
(79.8%) were single. Almost half of the respondents Source: The author
(47.3%) were among the ages of 21 and 25 years and many
(59.3%) were in Faculty of Arts which only few (0.8%) was A. Entrepreneurial tendencies among undergraduate
in 500 level and almost half (46.5%) had one vocation students
(Table 3). Almost half of the respondents (48.1%) strongly agreed that
they have keen interest in venturing into entrepreneurship,
Socio-Demographic Frequency Percent few (1.8%) only disagreed to enjoying learning
Characteristics (%) entrepreneurial skills from others, which some (44.2%)
Gender agreed to having a baseline of relevant entrepreneurial
Male 167 42.7 knowledge/skills and more than half (55.0%) strongly
Female 224 57.3 agreed to pursue their own goals. Some (40.7%) agreed to
Marital status love to build entrepreneurial relationship with more people,
Single 312 79.8 slightly above half (51.4%) strongly agreed to make their
Married 75 19.2 own decision which only few (1.5%) strongly disagreed to
Divorced 3 0.7 having interest in taking entrepreneurial risks and some
Widowed 1 0.3 (43.5%) agreed that they could work in a team of
Age in years entrepreneurs. Some (43.2%) agreed they could be
16-20 147 37.6 productive in entrepreneurial activities even with pressure
21-25 185 47.3 and only 1.5% strongly disagreed they do not get distracted
26-30 53 13.6 from entrepreneurial activities easily (Table 4)

Statements Strongly Agree Agree Undecided Disagree Strongly Disagree

n (%) n (%) n (%) n (%) n (%)
I have keen interest in venturing into 188 (48.1) 134 (34.3) 46 (11.8) 16 (4.1) 7 (1.8)
entrepreneurship
I enjoy learning entrepreneurial skills from 134 (34.3) 171 (43.7) 60 (15.3) 19 (4.9) 7 (1.8)
others.
I have a baseline of relevant entrepreneurial 121 (30.9) 173 (44.2) 55 (14.1) 32 (8.2) 10 (2.6)
knowledge/skills.
I like to pursue my own goals. 215 (55.0) 145 (37.1) 26 (6.6) 4 (1.0) 1 (0.3)
I love to build entrepreneurial relationship 145 (37.1) 159 (40.7) 69 (17.6) 17 (4.3) 1 (0.3)
with more people.
I like to make my own decisions 201 (51.4) 149 (38.1) 34 (8.7) 6 (1.5) 1 (0.3)

I have interest in taking entrepreneurial risks. 115 (29.4) 177 (45.3) 65 (16.6) 28 (7.2) 6 (1.5)
I can work in a team of entrepreneur 128 (32.7) 170 (43.5) 70 (17.9) 20 (5.1) 3 (0.8)

I can be productive in entrepreneurial 102 (26.1) 169 (43.2) 86 (22.0) 28 (7.2) 6 (1.5)
activities even with pressure.

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I do not get distracted from entrepreneurial 99 (25.3) 150 (38.4) 100 (25.6) 36 (9.2) 6 (1.5)
activities easily.
Table 4 Entrepreneurial tendencies among undergraduate students (n= 391)
Source: The author

B. Institutional Supports for Entrepreneurial Activities examined include students have easy access to resource
The mean score for institutional supports for materials on entrepreneurial development (43.0%), there is
entrepreneurial activities as reported by respondents was availability of seed capital assistance for startups among few
5.2±3.1 on 11-point scale where more than half of the students (34.8%), the institution community patronizes
respondents (55.5%) reported low institutional supports for students’ entrepreneurial outputs (56.8%), students are
entrepreneurial activities and some (44.5%) reported high allowed to participate in solving entrepreneurial related
institutional supports for entrepreneurial activities (Fig 1). problems in the institution (49.1%), the institution connects
Some of the students (43.5%) said the institution offers students with successful entrepreneurs (53.5%), the
entrepreneurship course; few (36.3%) confirmed that the institution encourages students’ entrepreneurial activities
institution has provision for vocational skills acquisition, (61.6%), the institution rewards innovative students (56.3%)
42.2% said it’s true that the institution helps students with and that the university teaches us skills on how to be
good entrepreneurial ideas to interact with investors. Other entrepreneurial (39.9%) (Table 5)
institutional supports for entrepreneurial activities which

Statements Frequency Percent (%)

The institution offers entrepreneurship course. 170 43.5
The institution has provision for vocational skills acquisition. 142 36.3
The institution helps students with good entrepreneurial ideas to interact with investors. 165 42.2
Students have easy access to resource materials on entrepreneurial development. 168 43.0
There is availability of seed capital assistance for startups among students. 136 34.8
The institution community patronizes students’ entrepreneurial outputs. 222 56.8
Students are allowed to participate in solving entrepreneurial related problems in the 192 49.1
institution.
The institution connects students with successful entrepreneurs. 209 53.5
The institution encourages students’ entrepreneurial activities. 241 61.6
The institution rewards innovative students. 220 56.3
The University teaches us skills on how to be entrepreneurial. 156 39.9
Table 5 Institutional Supports for Entrepreneurial Activities (n= 391)
*Multiple Responses
Source: The author

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Fig 2 : Institutional Supports for Entrepreneurial Activities

D. Utilization of Institutional Supports among
C. promoting their entrepreneurial ideas to the institution and
undergraduate students taking advantage of the institution population for their
One third of the students (33.2%) strongly agreed to entrepreneurial activities. Also, some (39.4%) agreed that
visiting library to use resources on entrepreneurship, almost they attend entrepreneurship classes and few (2.8%)
half (42.5%) agreed to visiting the available training centers disagreed to students consulting entrepreneurial resource
on entrepreneurship, few (2.0%) strongly disagreed to persons available in the institution (Table 6).

Statements Strongly Agree Agree Undecided Disagree Strongly Disagree

n (%) n (%) n (%) n (%) n (%)
Students visit the library to use resources on 130 (33.2) 143 (36.6) 73 (18.7) 35 (9.0) 10 (2.6)
entrepreneurship.
Students visit the available training centers on 97 (24.8) 166 (42.5) 77 (19.7) 32 (8.2) 19 (4.9)
entrepreneurship.
Students promote their entrepreneurial ideas to the 125 (32.0) 152 (38.9) 81 (20.7) 25 (6.4) 8 (2.0)
institution.
Students take advantage of the institution population 122 (31.2) 215 (55.0) 45 (11.5) 1 (0.3) 8 (2.0)
for their entrepreneurial activities
Student attend entrepreneurship classes 89 (22.8) 154 (39.4) 114 (29.2) 16 (4.1) 18 (4.6)
Students consult entrepreneurial resource persons 95 (24.3) 160 (40.9) 94 (24.0) 31 (7.9) 11 (2.8)
available in the institution
Table 6 : Utilization of Institutional Supports among undergraduate students (n= 391)
Source: The author

E. Effect of Institutional Supports on Students’ the respondents (41.9%) agreed they can start
Entrepreneurial Activities entrepreneurial activities of my own, even after graduation,
Almost half of the student (45.3%) agreed that some (36.6%) agreed the institutional supports have helped
entrepreneurship course(s) prepares me to start a new their self-efficacy in entrepreneurial activities which only
business, some (42.5%) agreed that the available 2.6 strongly disagreed there is increase in entrepreneurial
institutional supports for entrepreneurship have increased products output among the students and some (38.9%)
the number of student entrepreneurs and only few (7.9%) agreed that the institutional supports have helped their
disagreed that the institution informs them of business technical ability of entrepreneurial activities (Table 7).
opportunities related to my entrepreneurial skills. Some of

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Statements Strongly Agree Undecided Disagree Strongly

Agree n (%) n (%) n (%) Disagree
n (%) n (%)
Entrepreneurship course(s) prepares me to start a 136 (34.8) 177 (45.3) 58 (14.8) 16 (4.1) 4 (1.0)
new business.
The available institutional supports for 79 (20.2) 166 (42.5) 91 (23.3) 46 (11.8) 9 (2.3)
entrepreneurship have increased the number of
student entrepreneurs.
The institution informs me of business opportunities 90 (23.0) 131 (33.5) 75 (19.2) 64 (16.4) 31 (7.9)
related to my entrepreneurial skills.
I can start entrepreneurial activities of my own, even 120 (30.7) 164 (41.9) 86 (22.0) 12 (3.1) 9 (2.3)
after graduation.
The institutional supports have helped my self- 93 (23.8) 143 (36.6) 76 (19.4) 55 (14.1) 24 (6.1)
efficacy in entrepreneurial activities.
There is increase in entrepreneurial products output 111 (28.4) 171 (43.7) 79 (20.2) 20 (5.1) 10 (2.6)
among the students.
The institutional supports have helped my technical 71 (18.2) 152 (38.9) 67 (17.1) 59 (15.1) 42 (10.7)
ability of entrepreneurial activities.
Table 7 : Effect of Institutional Supports on Students’ Entrepreneurial Activities (n= 391)
Source: The author

 Hypothesis
 H01: There is no significant difference between students’ faculty and institutional supports for entrepreneurial activities.

Chi Square analysis revealed that there was significant difference between students’ faculty and institutional supports for
entrepreneurial activities with p value of 0.006 (p<0.05) which shows students in Faculty of Arts had lower institutional supports.
Therefore, we reject the null hypothesis (Table 8).

Institutional Supports
Variables Df X2 p-value
Low (%) High (%)
Faculty
Social Sciences 61 (50.8) 59 (49.2)
Economics 14 (35.9) 25 (64.1) 2 10.185 0.006
Arts 142 (61.2) 90 (38.8)
Table 8 : H01

** Statistically significant (p<0.05)

Source: The author

 H02: There is no significant difference between students’ level of study and institutional supports for entrepreneurial activities

Fisher Exact analysis revealed that there was no statistically significant difference between students’ level of study and
institutional supports for entrepreneurial activities with p value of 0.083 (p>0.05). Therefore, we fail to reject the null hypothesis
(Table 9).

Institutional Supports
Variables Df Fi p-value
Low (%) High (%)
Level of Study
100 53 (50.0) 53 (50.0)
200 62 (56.4) 48 (43.6)
300 33 (47.1) 37 (52.9) 4 7.858 0.083
400 67 (65.7) 35 (34.3)
500 2 (66.7) 1 (33.3)
Table 9 : H02
Source: The author

V. DISCUSSION rejected and the other; we failed to reject. The findings of

From the preceding chapter four, two hypotheses were this research are hereby discussed below.
tested using appropriate statistical analysis tools. Results
indicated that one of the two hypotheses confirmed was The first hypothesis which stated that there is no
significant difference between students’ faculty and

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institutional supports for entrepreneurial activities was which showed that there was no significant relationship
tested using Chi square analysis which revealed that there between the level of study of the students and the use of
was significant difference between students’ faculty and library materials in the two universities ( i.e. University of
institutional supports for entrepreneurial activities. The Ibadan and University of Agriculture Abeokuta) implying
result indicates students in faculty of Arts had lower that students can make use of the resources in the library as
institutional supports, where 61.2% and 50.8% of at when due regardless of their level of study.
respondents from the faculty of Arts and The social sciences
respectively showed in their responses the low level of VI. CONCLUSION
available institutional supports for Students’ entrepreneurial
activities. According to the results of the study, it was revealed
that many of the respondents had a great deal of
This finding of the study is logical with the conclusion entrepreneurial tendencies. It was concluded that there was a
of Zauškováa et’al. 2013 conceptual study on how the state lower level of availability of institutional supports for
can support innovations to build sustainable competitive students’ entrepreneurial activities in one out the three
advantage in Slovakia. They concluded that innovative faculties sampled and a low level of the same in another one
based entrepreneurship in Universities in European region of the three faculties sampled, of which indicates there was
requires fresh dynamism for the students to be more significant difference between students’ faculty of study and
entrepreneurial innovative based on the extensive review of institutional supports for entrepreneurial activities. Also, the
the past literatures. The report of European Union (2012) on study revealed the availability of institutional supports for
effects and impact of entrepreneurship programmes in students’ entrepreneurial activities is regardless of level of
higher education is in line with the findings of this study that study. And, it was concluded that a reasonable number of
entrepreneurship programmes in European Universities have the students utilise the available institutional supports for
effect on creativity of students that are Europeans. However, entrepreneurial activities. Furthermore, results from the
the European Union report (2012) further showed that responses of many of the respondents revealed that available
entrepreneurship programmes do not have effect on the institutional supports has positively affected there
creative mind-set of non-Europeans students. The finding of entrepreneurial behaviours.
this study is also coherent with the findings of Poblete and
Amoros (2013) on their study; University support in the VII. RECOMMENDATION
development of regional entrepreneurial activity in Chile, Based on the findings, results and conclusion thereof
wherein they concluded based on the analysis from the this study, this study consequently put forward the following
information obtained from Global Entrepreneurship Monitor as recommendations
(GEM), that there is an insignificant connection amongst
entrepreneurs and colleges and there is an insufficient effect  University of Ibadan need to be more supportive and
to fundamentally influence entrepreneurial action. encourage entrepreneurial activities. This will help the
students’ to possess enthusiasm attitude toward
Subscribing to findings like Saeed et’al (2013) the role
entrepreneurial activities before they graduate and after
of perceived University support in the formation of students'
they have graduated. Consequently, it definitely stands a
entrepreneurial intention via the data collected from 805
great deal towards reducing the rate of University
University students in Pakistan found that concept
graduates that are unemployed and the rate of
development support positively influence entrepreneurial
unemployment generally, as more jobs could be birthed.
self-efficacy of the students; Farani et’al (2012) on how to
 University of Ibadan need to facilitate programmes that are
enhance student’s entrepreneurial skills: An academia’s
capable of exposing students to entrepreneurial
perspective. The result of the data they obtained from 348
opportunities in terms of entrepreneurial mentorship,
undergraduates in Malaysia showed that use of creativity-
opportunity for students to exhibit their entrepreneurial
centered methods of teaching by the University was the
skills and to meet with investors.
most effective enhancing entrepreneurial skills of graduates.
Thus, there is need for more institutional supports for  The University should include in its programmes to teach
University Students to encourage more enthusiastic attitude students on vocational skills and other soft skills that could
towards entrepreneurial activities. So, the more institutional help students to be more entrepreneurial.
supports are available to University Students, the more it  The University should ensure the students are regularly
would have greater effect on student’s entrepreneurial oriented and kept abreast of information on available
intention as it was indicated by findings. institutional supports for students’ entrepreneurial
activities, such that the available institutional supports are
The second hypothesis which stated that there is no harnessed fully by the students’ populace to consequently
significant difference between students’ level of study and improve and further encourage their entrepreneurial
institutional supports for entrepreneurial activities. Fisher tendencies.
Exact analysis revealed that there was no statistically
significant difference between students’ level of study and VIII. RECOMMENDATION FOR FURTHER STUDIES
institutional supports for entrepreneurial activities. Thus, the
Based on the specified limitations of the study,
result of the findings is consistent with Agboola and
researchers who want to replicate this study should endeavor
Bamigboye (2011) Comparative study on students’ level of
to increase the sample size; this is such that there could be
study and user of library resources in Nigerian Universities

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comparison between more faculties of study. Also, the programmes: A new methodology. Journal of
blueprint of findings showed in this work need to be European Industrial Training, 30(1): 701-720.
simulated in other Universities. Also, subsequent studies [13.] GEM 2014. GEM Spain Report 2013. Retrieved Nov.
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Starting, developing and managing a new enterprise.
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[18.] Koe, W.L., Sa’ari, J.R., Majid, I.A. and Ismail, K.
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ISSN No:-2456-216
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