Contents

Literature Review.......................................................................................................................2

Introduction............................................................................................................................2

Entrepreneurship education....................................................................................................2

Entrepreneurial Mindset.........................................................................................................2

Entrepreneurial Intention........................................................................................................2

Feedback Loop.......................................................................................................................2

Access to Finance...................................................................................................................3

Regulatory Environment........................................................................................................3

Social Networks......................................................................................................................3

Cultural Norms.......................................................................................................................3

Mentorship..............................................................................................................................3

Long-Term Impact of Entrepreneurship Education................................................................4

Methodology..............................................................................................................................4

Research Philosophy and Data Collection.............................................................................4

Data Analysis..........................................................................................................................4

Ethical Considerations............................................................................................................4

Expected Outcomes................................................................................................................4

References..................................................................................................................................6
Literature Review

Introduction

Both developed and developing economies can look to entrepreneurship as a significant

source of innovation, job creation, and economic development (Kongolo, 2010; Thurik,

2008). In order to combat unemployment and poverty, encouraging entrepreneurship has been

recognized as crucial in Kenya (Nelson & Johnson, 1997). By training people entrepreneurial

mindsets and skills, we can influence their aspirations and actions (Thwala, 2011). This is a

crucial component in starting an entrepreneurship. This literature review focuses on the

impact of entrepreneurship education on prospective and active entrepreneurs in Kenya.

Entrepreneurship education

The purpose of entrepreneurship education is to provide learners with the background

information, entrepreneurial experience, growth mindset, and community skills they need to

succeed as business owners (Neneh, 2012). Individuals can get a wealth of knowledge about

entrepreneurship via structured courses, practical exercises, and mentorship programs.

Opportunity discovery, business strategy, advertising, finance, and creative thinking are just a

few of these topics (Klein, 2008). Inspiring individuals to be proactive, adaptable, and risk-

takers, an entrepreneurship education can help students build an entrepreneurial mindset.

Education in entrepreneurship equips students with the knowledge and skills necessary to

launch successful firms (Cooper et al., 2004). By fusing academic study with practical

experience and social networks, it promotes economic expansion and the creation of new

employment opportunities (Kourilsky, 1995).

Entrepreneurial Mindset

The phrase "entrepreneurial education" refers to a wide range of official and informal

programs designed to assist individuals develop an entrepreneurial mindset, body of

threats, take calculated risks, and launch and manage their own enterprises. The education of

an entrepreneurial mindset is an essential part of the educational process for changing

people's attitudes, motives, and concepts about entrepreneurship (Mukhtar et al., 2021).

Numerous studies have shown that getting an education in entrepreneurship increases one's

likelihood of having an entrepreneurial mindset. An individual's likelihood of starting a

company is increased after participating in an entrepreneurship education entrepreneurship,

as shown by (Krueger Jr et al., 2000)

Entrepreneurial Intention

A person with entrepreneurial intention has decided to engage in entrepreneurial activities on

purpose. The degree to which an individual is entrepreneurial can be greatly influenced by

exposure to entrepreneurial education (Krueger Jr et al., 2000). Insight, education, and

exposure to entrepreneurial skills can alter one's perspective on starting an entrepreneurship

and increase the intention that one will do so. This theory is supported by the work of

researchers (Peralta, 2021). College students in China were more likely to establish their own

businesses if they were exposed to entrepreneurship education (Zhang et al., 2014). Similar

findings were found by Fayolle and Gailly in their study of entrepreneurship education and

the motivation to start a firm among college students in Europe (Fayolle & Gailly, 2015).

Feedback Loop

In the context of the concept of the Long-Term Impact of Entrepreneurship Education on

Individuals' Entrepreneurial Intentions, the feedback loop is an iterative process that lets

people keep learning and improving (Honig, 2004). As people do entrepreneurial activities

and gain real-world experience, they think about their past experiences and evaluate how

useful their entrepreneurship education was (Eller et al., 2022). Through self-reflection and

review, people can figure out their strengths and weaknesses as entrepreneurs and get
feedback that is helpful (Kaplan & Norton, 1996). The feedback loop could help

entrepreneurship education programs grow and adapt to the changing nature of

entrepreneurship, making sure that people get the best possible education and support for

their entrepreneurial journeys (Zeng & Honig, 2016).

Access to Finance

Whether or not an entrepreneur's company ambitions come to fruition depends heavily on

their ability to get funding (Bhide, 2000). Kenyan business owners who need expansion

capital continue to have difficulties in securing it (Gichuki et al., 2014). Access to finance is a

critical enabler of entrepreneurial activity, as shown by (Mwita & Joanthan, 2019). Giving

individuals the skills, they need to identify and capitalize on economic and commercial

possibilities is one way in which entrepreneurship education might help alleviate this issue

(Aduda & Kalunda, 2012).

Regulatory Environment

The laws, rules, and regulations of Kenya have an effect on the business environment there.

When rules and regulations are favorable, entrepreneurs are more willing to take the plunge

(Ramachandran et al., 2009). In other words, this makes it less of a hassle to set up shop and

get to work. However, if regulations are too regulatory, it might stifle entrepreneurship

environment. To better understand how education might assist individuals navigate regulatory

impediments and foster an environment conducive to entrepreneurship, researchers should

examine the links between entrepreneurship education and the regulatory environment

(Vilcov & Dimitrescu, 2015).

Social Networks

The ability to quickly and easily have access to information, networks, and funding is a

crucial factor in the success of any social entrepreneurship (Holmberg-Wright et al., 2017). It
is possible that people's entrepreneurial aspirations and activities might receive help from

stronger social networks. By providing additional opportunities for individuals to meet each

other, collaborate, and get mentorship from more seasoned entrepreneurs, entrepreneurship

education can contribute to the expansion of existing social networks (Man et al., 2022).

Researching how social networks impact the long-term benefits of entrepreneurship

education is crucial for understanding how education might increase a person's social capital

and hence their chances of succeeding as an entrepreneur (Kickul & Fayolle, 2007).

Cultural Norms

The likelihood of someone starting their own firm is influenced by their views on

entrepreneurship, which are formed by cultural norms and values. Cultural variables like as

risk aversion, shame associated with company failure, and gender norms can either support or

hinder entrepreneurial ambitions and behaviors (Katono, 2020). By teaching students to think

like business owners, providing them with role models, and highlighting the value of

diversity, entrepreneurship education has the potential to challenge and alter entrenched

cultural norms (Pérez-Macías et al., 2022). Understanding the environment between

entrepreneurship education and cultural norms is crucial for designing relevant and successful

educational programs (Weda, 2017).

Mentorship

Aspiring company entrepreneurs can benefit from having a mentorship. Mentors are

beneficial to entrepreneurs because they can introduce them to relevant networks, provide

them with sound advice, and share their own experiences (Thompson, 2002). Entrepreneurial

education programs that emphasize mentorship can have a more long-lasting impact on

participants' aspirations and behavior (Russell et al., 2008). More research has to be done in

Kenya to determine the best way to include mentoring into existing entrepreneurship

curricula.
Long-Term Impact of Entrepreneurship Education

Understanding the long-term effects is just as important as understanding the short-term

effects of entrepreneurship education on entrepreneurial goals (Elert et al., 2015). Even

though there are not a lot of longitudinal studies that focus on the Kenyan environment, the

ones that do exist offer useful information. Njongeri looked at the long-term effects of

entrepreneurship education on entrepreneurial activity in a study they did in Kenya (Njongeri,

2015). People who went to school for entrepreneurship were more likely to start their own

businesses and keep them going over time than those who did not. This shows that

entrepreneurship education has a long-term effect on people's real entrepreneurial activities as

well as their short-term goals (Duval‐Couetil, 2013).

Methodology

Research Philosophy and Data Collection

This quantitative study sought to investigate the long-term impact of entrepreneurship

education on individuals' entrepreneurial objectives and practices in the Kenyan environment.

The positivist research theory guiding this investigation aims to collect empirical data that

can be quantitatively analyzed to obtain objective conclusions. Using a standardized

questionnaire, a representative sample of individuals will be surveyed to collect data. The

questionnaire will ask respondents about their entrepreneurial education, aspirations, and

current entrepreneurial engagement. As part of the data collecting process, questionnaires will

be emailed to the selected participants, and their responses will be collected within a given

time frame.

Data Analysis

On the collected data, a proper statistical analysis will be done. Using descriptive statistics

such as frequencies, means, and standard deviations, the sample characteristics and key
variables will be identified. The correlation between entrepreneurship education and

entrepreneurial aspirations, mindsets and practices will be investigated using inferential

statistical analyses. Correlation analysis will be used to assess the strength and direction of

relationships. Regression analysis will be utilized to discover the factors that influence

entrepreneurial intentions and actions. This analysis will shed light on how entrepreneurship

education has changed the entrepreneurial outcomes of individuals on long term basis.

Ethical Considerations

The research method will be undertaken with the utmost regard for ethical concerns. All

participants will be asked for informed consent to ensure they are aware of the study's goals,

their rights as participants, and the confidentiality and anonymity of their responses.

Participants' personal information will be kept confidential and used only for research

purposes. To ensure the ethical treatment of human participants, the research will comply

with all applicable ethical standards and legislation.

Expected Outcomes

One of the expected outcomes of this study is a greater understanding of the long-term

consequences of entrepreneurship education on individuals' entrepreneurial objectives and

actions in the Kenyan environment. The study is predicted to reveal positive associations

between entrepreneurship education and entrepreneurial intentions and behaviors. In addition,

it is envisaged that the study will identify key features and processes that affect long-term

entrepreneurial outcomes in connection to entrepreneurship education. This study's findings

will contribute to the body of knowledge on entrepreneurship education and advise

policymakers, educators, and practitioners in planning and implementing entrepreneurship

education programs that promote Kenya's entrepreneurial development over the long run.
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