Drivers Challenges and Support of Studen

Archives of Business Research – Vol. 11, No.
4
Publication Date: April 25, 2023
DOI:10.14738/abr.114.14455.
Aladejebi, O., & Amao-Taiwo, B. (2023). Drivers, Challenges, and Support of Student Entrepreneurship at the University of Lagos,
Nigeria. Archives of Business Research, 11(4). 129-149.
Drivers, Challenges, and Support of Student Entrepreneurship at

the University of Lagos, Nigeria
Aladejebi, Olufemi
The University of Lagos Business School,
Akoka, Lagos, Nigeria
Amao-Taiwo, Bukola
University of Lagos, Nigeria Entrepreneurship and
Skills Development Centre (ESDC),
Akoka, Lagos, Nigeria
ABSTRACT
Universities have been known to declare the intention to graduate students who are
entrepreneurial and innovative in ways that spur socio-economic development.
However, the outright increase in the rate students pursue white-collar jobs and
delist from active entrepreneurial life has become alarming. There is more to
student entrepreneurship development than teaching courses and setting up
entrepreneurship centres. This study adopted a mixed-method approach to explore
the drivers, challenges, and support available for student entrepreneurs at the
University of Lagos. The study employed qualitative and quantitative methods to
gather data from 15 students (*10 randomly selected through the university
entrepreneurship centre and five students yet to engage with the university
entrepreneurship centre). A researcher-designed open-ended questionnaire and
key informant interview guide were used to gather data from the respondents.
Responses from the questionnaire were synthesized and converted to quantitative
data manually. In contrast, responses from the key informant interviews were
coded into themes and stated verbatim in line with the study's objectives. The
results showed that the craving for financial independence was the top of the
reasons why students engage in entrepreneurship. In contrast, the inability to
combine entrepreneurship with school activities served as one of the major
challenges for student entrepreneurs. However, student entrepreneurs also need
help with significant challenges, such as lack of funding, lack of support from the
University, and difficulty balancing academic demands with entrepreneurial
pursuits. The study also recommends that the university timetable and yearly
schedule be designed to allow student entrepreneurs to balance their academic
responsibilities with the demands of their businesses. Overall, the findings of this
study have implications for universities, policymakers, and other stakeholders.
Keywords: Entrepreneurship, Student entrepreneurship, university entrepreneurship

centres, Entrepreneurship education.
Services for Science and Education – United Kingdom

Archives of Business Research (ABR) Vol. 11, Issue 4, April-2023
INTRODUCTION
Throughout the world, student entrepreneurship is considered vital for economic growth and
employment creation. Most universities have, in recent years, adopted measures to increase the
entrepreneurial propensity of their students. Younger students, especially those between 25
and 34 years, have the highest probability of engaging in entrepreneurial activities.
Entrepreneurship courses were traditionally expected to graduate business administrators.
However, as the demand for jobs for university graduates increased, it became expedient that
job creation became an all-encompassing feat, with all stakeholders collaborating to open up
new pathways for youth to become productive.
The world has recently witnessed a significant shift in the expectations placed on higher
education institutions. While the exchange of knowledge, research, and innovation has always
been the traditional focus of these institutions, there is a growing need to produce graduates
with skills relevant to the rapidly changing labour market. With an increase in the rate of
unemployment worldwide, citizens are looking to universities to help produce graduates who
can drive innovation and contribute meaningfully to the economy.
As a result, the role of academia has evolved beyond the traditional focus on research and
education. Universities are now expected to play a more active role in driving innovation, and
graduates are expected to possess a broader range of skills, including creativity, innovation, and
entrepreneurship. These skills are seen as necessary for the commercialization of knowledge,
which in turn can lead to the development of products and services that address the dynamic
challenges of the world.
Furthermore, the demand for job creation has shifted how entrepreneurship courses are
approached in higher education institutions. While these courses were traditionally housed
within business and management departments, there is a growing need for all disciplines to
incorporate entrepreneurial skills relevant to creating products, goods, and services. This has
led to new approaches to ensure that students across various fields develop entrepreneurial
skills and are equipped with strategies to market their products and services effectively.
Student entrepreneurship has been recognized as a vital pathway for job creation, economic
growth, and societal stability. Universities worldwide have increasingly adopted measures to
increase the entrepreneurial propensity of their students. The younger the student, the higher
the probability of engaging in entrepreneurial activities, as younger people can easily absorb
the uncertainty that arises from new ventures. Therefore, most universities now offer
undergraduate and postgraduate entrepreneurship courses to increase their students'
entrepreneurial capabilities.
Student entrepreneurship sometimes involves using university knowledge to identify

opportunities and develop, launch, and operate new ventures. It also involves developing the
three core capabilities that underline venture creation: opportunity refinement, resource
acquisition, and venture championing. As more universities prioritize the development of
entrepreneurial skills among their students, the contribution of student entrepreneurship to
economic growth and employment creation is expected to continue to grow. Student
entrepreneurship represents a major part of the entrepreneurial activity directly from
Services for Science and Education – United Kingdom 130

Aladejebi, O., & Amao-Taiwo, B. (2023). Drivers, Challenges, and Support of Student Entrepreneurship at the University of Lagos, Nigeria. Archives of
Business Research, 11(4). 129-149.
universities. Most universities have, in recent years, adopted measures to increase the
entrepreneurial propensity of their students. Entrepreneurship remains a major force in
developing the economy of nations, and universities are major contributors to the development
of skills required for student entrepreneurship.
Before now, entrepreneurship courses were mainly domiciled in the business and management
departments. However, universities began to think through new approaches for ensuring that
students develop entrepreneurial skills relevant to creating products, goods, and services from
all disciplines. It also became expedient for students to understand strategies for bringing such
products and offerings to the market in ways that create value for themselves and others.
Student entrepreneurship has been a starting point for most unicorns leading innovative
companies providing social, cultural, and economic value across markets globally. Since 2007,
entrepreneurship education has become a compulsory course for university students in
Nigeria. The university entrepreneurship and skills development centers provide capacity
development and support for students and faculty entrepreneurs through numerous projects
and interventions.
The University of Lagos has taken commendable steps towards promoting student
entrepreneurship by introducing practical courses, seed funding, and mentorship programs for
students interested in starting businesses. These initiatives have been successful in providing
students with the necessary resources and support to start and grow their businesses.
However, there is still much work to be done to ensure that the impact of these initiatives is felt
in reducing the country's high unemployment rates. There is a need for the university
administration to collaborate more closely with the government, industry players, students and
other stakeholders to create an enabling environment for entrepreneurship to thrive among
the over 60,000 students of the University. Although the University of Lagos has made
significant steps in promoting student entrepreneurship by introducing practical courses and
providing funding and mentorship support, to fully realize the potential of entrepreneurship in
reducing unemployment rates in Nigeria, there needs to be a concerted effort from all
stakeholders to create an enabling environment for entrepreneurship to thrive. This study
seeks to deepen our understanding of the drivers, challenges and support for student
entrepreneurship at the University of Lagos.
PROBLEM STATEMENT
Over time, young people in Nigeria have faced the Unemployment scourge due to the scarcity
of white-collar jobs. The government lost its grip on job creation while the demand for jobs kept
skyrocketing, leading to social exclusion, civil unrest, crime, and conflict among citizens. The
Nigerian Bureau of Statistics reported that youth unemployment for 2020 was 42.5%, with
another 21.0% of youth being underemployed. To ensure that youth were productive and able
to develop the capacity to create value-giving jobs for themselves and others, the National
Universities Commission (NUC) approved entrepreneurship education as a compulsory course
in the year 2007. This has further placed the burden of graduating students with an
entrepreneurial mindset on the shoulder of universities and their stakeholders. Through the
compulsory entrepreneurship courses and the entrepreneurship centres provided for students
at the universities, universities develop the capability of students to think entrepreneurially
and start businesses as students. Such student entrepreneurs are expected to graduate to scale
URL: http://dx.doi.org/10.14738/abr.114.14455.
131
their businesses in ways that generate employment for other youth. Despite the numerous
initiatives put in place by universities to support student entrepreneurs, however, a significant
number of students still quit their growing businesses at the slightest opportunity for a nine-
to-five job after graduation leading to a steady increase in the unemployment rate annually.
This study further investigates the drivers, support and challenges of student entrepreneurs in
Lagos, Nigeria. Understanding these factors as barriers and enablers through the perspectives
of student entrepreneurs will drive innovations in the design and delivery of future
programmes.
OBJECTIVES OF THE STUDY

The following are the objectives of this study:
1. To identify the drivers of student entrepreneurship at the University of Lagos.
2. To provide a deeper understanding of the challenges student entrepreneurs at the
University of Lagos encounter.
3. To investigate the role of the University Entrepreneurship and Skills Development
Centre's role in facilitating student entrepreneurs' growth.
RESEARCH QUESTION
1. How do University of Lagos Students define student Entrepreneurship?
2. What are the factors driving student entrepreneurship at the University of Lagos?
3. What challenges do the University of Lagos' student entrepreneurs face?
4. What support mechanisms have been put in place to drive the growth of student
entrepreneurs at the University of Lagos?
5. In what ways does the University entrepreneurship and Skills Development Centre
support the growth of student entrepreneurs at the University of Lagos
LITERATURE REVIEW
Entrepreneurship
The term Entrepreneur was first mentioned by Cantillon in 1755, "gens a gage in certain,"
translated in modern English to mean "Someone who assumes the risk and may legitimately
appropriate any profits" (Bruyat & Jullien, 2001). Schumpeter (1951) defines an entrepreneur
as an innovator who introduces new services, products or technology. Entrepreneurs
transform their creative and innovative ideas through entrepreneurship into business
enterprises and job creation. It is a lifeline and a survival response, which develops creative
thinking. Vivian (2010) averred that there is a strong connection between entrepreneurship
and survival. This is because entrepreneurs play an important role in any economy by using
their skills to take new ideas to the market to make the idea profitable (Shambare, 2013).
Entrepreneurship Education
Houser (2014) observed that the University is an ideal context for testing one's entrepreneurial
capabilities. More and more universities and other educational institutions try to equip their
students with the necessary knowledge and skills for starting a business or acting
entrepreneurially in other ways (Bergmann, Hundt & Sternberg, 2016). By offering
entrepreneurship courses, training and extra-curricular support, Universities aim to create a
supportive context for entrepreneurship, enhancing students' motivation and capability to
start a business (Walter, Parboteeah & Walter, 2013).

An increase in entrepreneurship education has a positive influence on student

entrepreneurship. Factors such as entrepreneurship courses, location of incubation centres and
hubs on campus, encouragement by alumni entrepreneurs, seed funding arrangement,
technical transfer services, and prototype developmental services all influence student
entrepreneurship.
Andre et al. (2019) averred that there is a positive correlation between entrepreneurial studies
and student entrepreneurship. Entrepreneurship remains a major force in the economy of
major countries, and universities have been at the fore of developing people with
entrepreneurial skills. By supporting the growth of an entrepreneurial ecosystem, generating
and diffusing knowledge, spreading culture and influencing skills development, educating and
training the workforce, solving problems and developing innovations, universities contribute
to societal progress and economic growth (Blasi & Sedita, 2020).
Towards this end, universities have adopted measures to increase the entrepreneurial
propensity of their students. According to André et al. (2019), younger students, especially
those between 25 and 34 years, have the highest probability of engaging in entrepreneurial
activities, and universities are leveraging this advantage.
Student Entrepreneurship
Although Student entrepreneurship represents a major part of the entrepreneurial activity
directly coming out of universities (Åstebro, Bazzazian & Braguinsky, 2012), it is still at an early
stage on campuses, and there are limited data. Student entrepreneurship is a sub-group of
academic entrepreneurships (André et al., 2019). According to André et al. (2019), with fewer
resources, younger people can easily absorb the uncertainty that arises from new ventures.
Some of the world's biggest firms were started when the owners were still students. For
example, Microsoft was started when Bill Gates was still a student, while Facebook was started
by Mark Zuckerberg when he was still an undergraduate. Student entrepreneurship results in
income making for students and is also an avenue for training future entrepreneurs.
However, student entrepreneurship is still under investigation (Colombo, Piva, Rossi-Lamastra,

2015) and research about student entrepreneurship is still scanty (Bergmann et al., 2016).
According to Bergmann et al. (2016), there is a need for more empirical research to enhance
our understanding of the emergence of student startups in the organizational context of
universities. In recent years, Universities have started improving their data collection on
student entrepreneurship as the startup phenomenon has become more prevalent on campus
(Berggren, 2021). However, only some studies are devoted to student entrepreneurship in
Nigeria, similar to the case of Zimbabwe (Kabonga & Zvokuomba, 2021) and Kenya (Watiri,
2012).
According to Marchand and Hermens (2015), a student entrepreneur attending classes at

university and conducting innovative and generating entrepreneurial activities. Matchaba-
Hove and Goliath (2015) also defined student entrepreneurs as students who register and
attend University classes and simultaneously have on and off-campus businesses generating
income for themselves. Kabonga and Zvokuomba (2021) also posit that student
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entrepreneurship is characterized by male and female students running various businesses and
creating enterprise activities for individuals currently studying at a school (Heiko, Christian &
Rolf, 2016).
The Founders of Microsoft, Apple, Dell, and Snapchat are typical examples of students
experimenting with new knowledge and business opportunities within the academic
environment (André et al., 2019). Campus Entrepreneurship explores the entrepreneurial
opportunities and actions in and around universities and colleges (David, 2014). It involves
activities by students aimed at capturing entrepreneurial opportunities in their school
environment (David, 2014).
Student Entrepreneurship as Drivers of Employment

Student entrepreneurship, also known as studentpreneurship, is an emerging phenomenon
that provides a dual opportunity to study and do business simultaneously (Marchand, Hermens,
2015). Across the globe, especially in Africa, much attention has been drawn to student
entrepreneurship due to increasing unemployment rates among the youth, resulting in slow
economic growth and other social vices (Chigunta & Mwanza, 2016). Ndaba (2021) proposes
that one of the options to reduce the unemployment rate and the social problems associated
with students at higher institutions of learning is through student entrepreneurship. Student
entrepreneurship is one of the options available for reducing the unemployment rate and the
social problems associated with youth ranging from poverty and drug consumption to cultism
(Silva & Nobre, 2018).
However, educational institutions have become crucial in creating and shaping an

entrepreneurial ecosystem that supports the growth of student entrepreneurs that can scale
businesses from the campus to the larger community. Considering the scourge of Youth
unemployment and unemployed graduates, student entrepreneurship has become the platform
for students to transform acquired knowledge into an income-generating business. Self-
employment through entrepreneurship allows University students to create jobs for
themselves and others (Ndaba, 2021). Economic hardship also awakens student
entrepreneurship intent. The rising cost of living in Nigeria also means that students have to
cope with different costs associated with schooling; therefore, working part-time and studying
has become inevitator to cover their living and academic expenses (Uhunamure, Odeh &
Okotete, 2020). Uhunamure, Odeh and Okotete (2020) discovered that student
entrepreneurship on campus is both a survival response scheme and a rehearsal of a career. As
enunciated by Choudhury Easwaran (2019), student entrepreneurs contribute to economic
growth, creating jobs for other people (Kabonga & Zvokuomba, 2021). This is due to the high
level of unemployment among young graduates and knowing that the entrepreneurship of
young graduates can be a way to mitigate this scourge.
Drivers of Student Entrepreneurship

Previous research has shown the relevance of individual characteristics in promoting student
entrepreneurship. Some of the identified motivators for student entrepreneurship include
independence (no boss), necessity (no jobs available), the opportunity to earn a high income,
an opportunity to pursue one's passion, an opportunity to balance work and personal life, and
access to state support available under economic policies (Wright, Siegel, & Mustar, 2017;

Guerrero, Urbano, Cunningham, and Gajon, 2017; Małgorzata, 2017). According to Uhunamure,
Odeh and Okotete (2020), other motivating factors are the desire for freedom and financial
independence coupled with preparation for life after school in case of non-availability of white-
collar job.
Universities also play a critical role in driving student interest in entrepreneurship. Jansen et
al. (2015) stated that the promotion of entrepreneurship education programs that through co-
working spaces and incubation centres domiciled in the university environment also drives
student interest in becoming an entrepreneur while on campus. Commercialization of research
and business opportunities; and opportunities for exchanging ideas with experienced faculty
members and alumni have also been found to drive student entrepreneurship (Wright et al.,
2017). Student entrepreneurship and entrepreneurial Universities provide an environment for
formal qualification and upskilling, which supports student entrepreneurs in gaining valuable
knowledge that could be useful to them in the future. (Boldureanu et al., 2020)
Although Wright et al., (2017) proposed that the quality of research carried out by universities
could have a major impact on institutions' capabilities of generating student entrepreneurs, Fini
et al., (2017) countered those changes in legislation and regulatory framework at the national
and University are enhancers of the levels of entrepreneurial activity that will be recorded
within the academic context.
The student's family background has also been found to be a reason for student
entrepreneurship. André et al. (2019) found that the family is a source of information, funds,
complementary resources, networks, managerial capabilities, and guarantees for student
entrepreneurs. It is often the easiest access for initial venture capital that student
entrepreneurs use to carry out experiments on their entrepreneurial initiatives. André et al.
(2019) itemized five factors related to the entrepreneurial propensity in students: age, family
income, family culture, profile, and environment level (undergraduate vs graduate).
Corroborating Andre, Guerrero et al., (2017) added that family culture positively shapes
students' propensity to engage in starting a new venture. A study titled entrepreneurship
among University students in Bindura, Zimbabwe, Kabonga and Zvokuomba (2021) itemized
family background, future career prospects, poverty, curriculum influence, and consumption
patterns as the top reasons students delve into entrepreneurship.
Challenges of Student Entrepreneurship

The barriers to the advancement of student entrepreneurship include difficulties in getting
funding, lack of knowledge on how to operate a business, little time left for personal life, lack of
family support, tax system, absence of a good business idea, lack of support from economic
policies (Małgorzata, 2017). Corroborating Malgorzata, Uhunamure, Odeh and Okotete (2020)
identified some of the challenges experienced by student entrepreneurs, including insufficient
capital and the problem of mixing business with class work. Kabonga and Zvokuomba (2021)
also itemized that student entrepreneurs face challenges in terms of bureaucratic problems,
lack of capital and balancing the act of studies and running a business.
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THEORETICAL FRAMEWORK
Experiential Learning Theory (ELT)
The theory of experiential learning underpins this study by Kolb (1984). Kolb stated that
learning involves the process of knowledge creation through transformation experience.
According to Kolb and Kolb (2019), the theory is based on six propositions: Learning is best
conceived as a process, not in terms of outcomes; learning requires the resolution of the conflict
between dialectically opposed modes of adaptation to the world; all learning is relearning;
learning results from synergetic transactions between the person and the environment;
learning is a holistic process of adaptation to the world; learning is the process of creating
knowledge. Experiential Learning Theory (ELT) suggests that individuals learn best through
concrete experiences, reflective observation, abstract conceptualization, and active
experimentation. Universities can support student entrepreneurship by incorporating these
elements into their programs. Providing opportunities for practical experience, self-reflection,
theoretical understanding, and active experimentation can help students develop relevant
skills and knowledge. Resources such as seed funding, grants, and mentorship programs can
also facilitate experimentation and help students take their business ideas to the next level.
Overall, ELT provides a framework for universities to support student entrepreneurship and
help students become successful entrepreneurs.
Support for Student Entrepreneurship: Case of University of Lagos

To ensure the development and sustenance of student’s entrepreneurs who will start and grow
businesses from the campus to the local economy that will spur social and economic
development of the Nigerian economy, the University of Lagos aligned with the directive of the
Federal Ministry of Education to deliver entrepreneurship education to all students of the
school and also establish an Entrepreneurship and Skills Development Centre (ESDC). The
centre was dedicated to supporting students and faculty members' entrepreneurship activities
and initiatives. The driving force was the youth and graduate unemployment which
necessitated skills development that will reduce the impact on the teeming youth population in
Nigeria. The goal is to cultivate an entrepreneurial orientation and also develop an
entrepreneurial mindset by executing capacity development programmes for students,
lecturers and the non-academic staff of the University. This is expected to become a pathway
for strengthening the University of Lagos entrepreneurship ecosystem.
ESDC helps the students understand how to set up profitable business ventures in their chosen
professions so that they would have also acquired relevant entrepreneurship and innovative
skills before graduation. Students are equipped to create new ventures, startups, and
innovations through the centre. Students learn business creativity, business planning, proposal
writing, and competencies required for taking calculative risks. In addition to the
aforementioned, the centre serves as the interface between university academic research in
entrepreneurship and the real world of entrepreneurship and industry. The University of Lagos
ESDC also partners with the industry and civil society to provide innovative business-related
programs focusing on student startups. Some of the supportive programs designed to support
student ideas include:

The Business Innovation Talent Expression (BITE):

The Business Innovation Talent Expression program was designed for students whose business
is in the idea stage. Such students are pooled together, trained and mentored through idea
development and business growth. In addition, most student entrepreneurs enrolled in the
program must have an idea or start a small business. The aim is to help scale students'
businesses from a one-person business to a higher level wherein they can employ other
students and workers. The training entailed practical product branding, business structure,
creativity, marketing, and strategy classes. Mentors from academia and industry were also on
the ground to advise the student entrepreneurs, who were also allowed to pitch their ideas
before the mentors.
Business Startup Grants for Engineering Students (BSG4ES):

The BSG4ES was designed to convert the capstone projects of graduating engineering students'
products that can be commercialized and taken to the market. The project partnered with the
industry with a two-million-naira seed grant for the top three participants. Student projects
from all engineering faculty departments were compiled, and the best selected were to pitch
their ideas., Selected students were allowed to become mentees of the industry experts
participating in the pitching competition.
In addition to the BITE and BSG program, the ESDC partnered with the Nigerian Bank of
Industry to provide and operate an incubation hub facility domiciled in the University of Lagos
where students can access seed funding, mentorship and business advisory services. The bank
of industry also made the sum of N250 million available as seed funding for students who were
qualified for funding.
The EDSC also partners with the African Research Universities Alliance Centre of Excellence for
Unemployment and Skills Development. Through this partnership, students of the University
get support and mentorship from Ghana, South Africa and Kenya, in addition to US and Canada.
The program includes competition among the students of the four countries. Through ARUA,
students of the University of Lagos had the opportunity to participate in Youth Business
Innovation Challenge (YOBIC). A business idea competition that sought to deliver sustainable
business solutions that will speak to the wicked problems in Africa.
The students of the University of Lagos carry out their business in and around the University
Campus, as there are many hostels and Shops. The business the students are involved includes
Fashion designing/tailoring, cloth vending, catering, makeup artist, hairdressing, wig selling,
Manicure and pedicure, Perfume vending, POS attendants, sales of shoes, pieces of jewellery
and bags, selling of soaps, tutoring, barbing, estate agency, food vending, etc.
RESEARCH METHODOLOGY
Research Design
The research approach used in this study was multiple case studies, which were applied to
explore the drivers, challenges, and support for student entrepreneurship at the University of
Lagos. A case study is a qualitative research method that involves an in-depth analysis of a real-
life occurrence from its actual perspective (Yin, 2014). A literal and theoretical replication
137
strategy is usually employed in a multiple case studies approach to identify consistent patterns
and uncover new or divergent themes.
This study's multiple case studies research approach allowed for a thorough examination of the
drivers, challenges, and support for student entrepreneurship at the University of Lagos. By
conducting interviews and analyzing the data collected, the study was able to provide valuable
insights into the factors that contribute to the success of student entrepreneurship at the
University.
Sample Selection
The study included 15 student entrepreneurs, ten purposively selected from those engaged
with the university entrepreneurship and skills development centre (ESDC) and five others
who needed to be fully engaged. The choice of the ESDC as a pool for selection was based on the
evidence that these participants had been involved in entrepreneurship activities, fulfilling the
literal replication phase of the multiple-case studies design. The non-engaged students were
included to explore and confirm or disprove the patterns identified in the initial interviews,
providing theoretical replication. The director of the ESDC granted permission to access the
sample group, but scheduling interviews took a lot of work due to students' class attendance.
The Hub manager of the BOI incubation centre was able to assist in reaching many of the
respondents who were also student entrepreneurs.
Data Collection
A structured questionnaire consisting of 15 open-ended questions was used to gather data for
this study. The questions were designed to align with the research objectives and obtain specific
participant information. A key informant interview guide was also used to obtain responses
from ten of the fifteen participants. These interviews were conducted over a period of six
months, allowing ample time for the participants to provide thorough and thoughtful
responses. In addition to the primary data collected through the questionnaire and key
informant interviews, secondary data was also obtained from various sources. Journal articles,
policy documents, and published reports were analyzed to provide context and a broader
understanding of the topic being studied.
To be eligible to participate in the study, the participants must have taken the entrepreneurship
education course made compulsory by the University. Furthermore, they must have engaged
with the ESDC and participated in at least one program organized by the centre. This ensured
that the participants had a sufficient understanding of entrepreneurship and had actively
engaged with the resources provided by the University to support their entrepreneurial
pursuits. By including these specific criteria for participant selection, the study focused on a
targeted group of individuals with the necessary background and experience to provide
valuable insights into the research questions.
Data Analysis
Responses from the interviews were transcribed and systematically analyzed to identify
patterns and themes that are relevant to the research objectives. This process involved
carefully reviewing and organizing the data to highlight significant insights and concepts that
emerged from the interviews. The identified themes were then categorized and coded to

facilitate a deeper understanding of the phenomenon under investigation. By transforming the

qualitative data into meaningful and measurable categories, the researcher was able to uncover
valuable insights that could be used to draw more robust conclusions and make informed
recommendations. Converting qualitative data to quantitative is a common method of data
analysis in social science research (Creswell, 2014). This was also the approach taken in the
current study, where the qualitative data derived from interviews with participants was
transformed into numerical data for statistical analysis (Smith, 2019). The researchers
analyzed the participants' responses to uncover fresh ideas and concepts, grouping the data
into themes that matched the study's goals. Responses aligned with the research objectives and
addressed the questions were reported word for word. The researchers also compared each
new questionnaire response with the previous one to validate the evidence and identify
recurring themes in the data.
RESULTS
Table 1: Demographic Information of Participants
Case Age Gender Academic Department Business Intention to
Level continue
business after
graduation
1. 22 Male 400 Chemical Engineering Industrial Yes
Creation
2. 26 Male 400 Urban and Regional Real Estate and Yes
Planning Brokerage
3. 21 Female 300 Mathematics Photography Yes
4. 25 Male 400 Physics Educational Yes
Services and
Training
5. 26 Male 300 Business Administration App Yes
Development
6. 21 female 300 Microbiology Interiors and Yes
furnishing
7. 21 Female 300 Microbiology Fashion and Yes
Fashion
Accessories
8. 19 Female 200 Business Administration Baking and Yes
Cooking
9. 20 Female 200 Business Administration Realtor Yes
10. 26 Male 400 Economics Graphic Design Yes
11. 22 Female 400 Chemical Engineering Fashion Yes
Accessories
12. 23 Female 300 Microbiology Fashion Yes
Accessories
13. 22 Male 200 Technology Education Photography Yes
14. 23 Male 200 Business Administration Clothing Yes
Apparel
15. 19 Female 200 Physiotherapy Fashion Yes
Source: Researcher’s Fieldwork 2023
139
Table 1 presents the demographic information of the participants who took part in this study.
The results showed that the average age of the participants was 22.4 years old. More females
(53.33%) participated in the study than males (46.67%), with seven out of the 15 participants
being male.
The participants were drawn from different levels of study, with 33.33% (5) each from the 200
level, 300 level, and 400 level. The participants were also from different departments in the
University of Lagos, including Chemical Engineering, Urban and Regional Planning,
Mathematics, Physics, Business Administration, Microbiology, Economics, Technology
Education, and Physiotherapy; of all the departments, Business Administration had the highest
number of cases with 4(26.67%).
Regarding the type of business engaged in by the participants, the businesses ranged from
industrial creation, real estate and brokerage, photography, educational services and training,
app development, interiors and furnishings, baking and cooking, realtor, graphic design, and
clothing apparel. The fashion business had the highest number of occurrences, with 4(26.67%)
among all the businesses. Furthermore, all 15 (100%) of the participants expressed their
interest in continuing their businesses after graduation, indicating a strong desire for
entrepreneurship. The demographic information in Table 1 provides a comprehensive
overview of the participants involved in the study. These findings can be useful in
understanding the characteristics of student entrepreneurs in the University of Lagos and
similar contexts, which can aid in designing targeted policies and programs to support student
entrepreneurship in these settings.
Table 2: Question: How do students of the University of Lagos Define Student

Entrepreneurship?
Theme Frequency Theme Frequency
Students schooling and doing 8 students creating and innovating 1

business. businesses
Students learn more than just 1 Students have business ideas and 1
their chosen field of study and entrepreneurial drive
create an interdisciplinary
environment to work and
develop.
Students work in teams to solve 2 University or any higher education 2

real-world problems, registered students owning enterprises
collaborating and working with a to meet their basic needs.
team.
Source: Researcher’s Fieldwork (2023)
According to Table 2, the students of the University of Lagos understand student

entrepreneurship from different perspectives. However, the most recurring themes when
defining student entrepreneurship were students' ownership of a business, which accounted
for over 50% of the respondents. According to one of the respondents,

“Student entrepreneurship occurs when a student decides to own an enterprise that provides
value and meets the needs of the people to generate some income".
According to another respondent, student entrepreneurship is:

"A process whereby university or any higher education registered students who within their
capacity decided to initiate their enterprises to meet their basic needs of people in the
university community".
Another student defined student entrepreneurship as:

“A state where a student is involved in other personal business activities apart from academics
to make a living and solve economic problems in the society".
Table 3: Question: What are the drivers of student entrepreneurship at the University of
Lagos?
Creating a unique and 2 Passionate about developing problem- 3

innovative space in my solving and innovative skills
industry
Wanted to solve a problem 2 Saw an opportunity and was willing to 1

and also make a profit. take the risk
Lack of jobs and the need to 2 Poverty, hunger, and inability to meet 5
create job opportunities to personal and educational needs
create wealth for others.
Source: Field Research (2023)
As shown in Table 3, both positive and negative motivators drive University of Lagos students'
decision to engage in entrepreneurship. Over 30% of respondents were motivated to become
entrepreneurs because of poverty, hunger, and the inability to meet personal and educational
needs as students. One of the respondents said:
“The need to be financially independent was my major motivator for becoming a student
entrepreneur. I was tired of placing financial burdens on my family and wanted to be
independent financially. This is a win for my family and me.
Another 20% of the respondents became student entrepreneurs because they were passionate
about developing problem-solving and innovative skills.
According to one of the interviewees,

"The experience of solving pressing societal issues such as accessibility to quality and
affordable fashion accessories has been my main motivation. Running a business as a student
entrepreneur also provides a means of earning extra income for me and thus reduces pressure
on my financial responsibility from my family.”
141
Another interviewee had this to say:

"I am motivated by my problem-solving spirit. I gain so much joy in providing solutions to
problems. This has also helped me develop many skills such as leadership, Critical thinking, and
problem-solving."
The other interviewees' responses found that 40% of students became student entrepreneurs
because of the need to create a unique and innovative brand in their industry, solve a problem,
or create job opportunities. Only 6% of the respondents went into entrepreneurship because
they saw an opportunity and were willing to take the risk.
Table 4: What challenges do the University of Lagos student entrepreneurs face?

Power and Cost of Machines 2 Lack of Publicity for Business 3
Access to Funds for business expansion 4 The workload from schoolwork/ 4

Time Management
Access to opportunities for 3 Porters Harassment 1

entrepreneurial skills development
Source: Researcher’s Field Work, 2023
Table 4 shows the numerous challenges the University of Lagos student entrepreneur’s
encounter. Access to funds for business expansion and the workload from school work were
the two greatest challenges facing the student entrepreneurs at the University of Lagos. Access
to funds was listed as a major challenge by 27% of the student entrepreneurs, and workload
from academic obligations was cited as a major challenge by another 27% of the respondents.
One of the interviewees had this to say:

One of the major aspects that are challenging for me as a student entrepreneur is how to acquire
funds and source for capital to expand my business. It has also been trying to get customers to
purchase my products.
For 20% of the respondents, access to skills development was the major challenge, while
another 20% mentioned lack of publicity for businesses and products as a major challenge.

I go through many hassles getting funds to purchase the necessary gadgets for my work. I also
need help attracting partners that will support the business with funds. This is because I need
to be more skilled to convince them to invest in my business. Some of them also think investing
in students is not viable.
Other challenges that accounted for the remaining 6%, as mentioned by the interviewees,
include inconsistent power supply, high machinery maintenance costs, harassment from
porters, inflation, and the lack of confidence from angel investors.

Research Question 4: What support mechanisms does the University of Lagos provide for
student entrepreneurs?
Results from field interviews showed that the University of Lagos had formal and informal
structures in place to provide support for its teeming student entrepreneurs. It was also
observed that concerted efforts are in place to develop the entrepreneurial propensity of
lecturers too. One of the staff of the university entrepreneurship centre had this to say:
The University of Lagos is formally an entrepreneurship university that promotes

entrepreneurship among its students and faculty. Through its 25-year strategic plan, the
University of Lagos has positioned itself to “To promote Self-reliance, Entrepreneurship and
Exemplary Leadership skills and Capacity in students”(Objective 4 (Section-2: Student matters,
page 55 of the Medium Term Goals of the 25-Year Strategic Plan of the University).
Consequently, students of the university register and take an entrepreneurship education
course made compulsory for all students of the University. To provide support in terms of
resources and capacity development for students and lecturers, the University also houses an
entrepreneurship and skills development centre, Bank of Industry Co-working space, NITDA
Co-working space, and other co-working spaces built with resources accrued from partnerships
between the University and the industry.
This formal support for entrepreneurship has dovetailed beyond taking courses that students
innovative thinking, business creativity, business planning, proposal writing, risk-taking
abilities, and business management skills. Through the entrepreneurship and skills
development centre, students get support in terms of mentorship, business seed grants,
business development support and internships at the entrepreneurship centre. The ideation
competitions and business plan competitions through partnerships with alumni, student
associations and other departments in the University is also a regular occurrence that students
look up to. However, because these programmes are domiciled in the entrepreneurship centre,
it wasn't easy to make access possible for the over 57,000 students of the University.
Nevertheless, the University is making concerted efforts to decentralize the centre's function
such that trained facpreneurs can lead the drive for discipline-centred entrepreneurship from
various departments.
Research Question 5: How does the University entrepreneurship and Skills Development
Centre support the growth of student entrepreneurs at the University of Lagos?
By providing the necessary support for students' entrepreneurial activities, the University of
Lagos has increased its efforts to encourage student entrepreneurship. Results from the
interviews among students showed that support was made available for students in terms of
entrepreneurship courses, departmental events, mentorship, co-working spaces, seed funding,
and local and international competitions. It was also found that the director of the
entrepreneurship and skills development centre deliberately attracted mentors from the
industry to the centre.

All students of the University of Lagos take a compulsory course in entrepreneurship education.
It is usually taken in year three; we must pass it to graduate. Students must pass this course to
be allowed to graduate.
143
Another student had this to say:

Passing the compulsory entrepreneurship course means you write and pass a written
examination. It is more of theoretical learning about entrepreneurship. A written module was
shared on the university Learning Management System for us to read. We write exams based
on what we read. The materials are good, but it could be better if some facilitators or mentors
could guide us through the activities in the module.
One of the interviewees also added:

I learned that a photography training organization would visit the University of Lagos. I
registered, and upon my arrival at the training, I learned that the Entrepreneurship Center and
the Organization had formed a partnership. We were trained for several weeks, and that was
how I began engaging with the centre. I was allowed to incubate my business at the co-working
space of the centre. Today, through the help of the centre director, I am able to put my skills to
use at University events.
Another student had this to say:

I met with mentors and industry experts at the centre at different times. These mentors
provided advice and told stories that inspired me to succeed as a student entrepreneur. It was
a worthwhile experience that changed my mindset about succeeding as an entrepreneur. The
centre also gave me the opportunity to engage with other student entrepreneurs outside the
shores of Nigeria. The Youth Business Innovation (YOBIC) Challenge encouraged me to think
about how my business can be scaled beyond the Nigerian market.
The director and staff of the entrepreneurship centre were deliberate in using word of mouth
to motivate students to participate in the events of the entrepreneurship and skills
development centre. One of the students had this to say:
I learned about the entrepreneurship and skills development centre through the director. He
had requested that students in my department apply for the competition. Through his
mentorship, I got the opportunity to compete for a seed grant under the BITE programme. I did
not win but learned a lot through the pitching competition. The judges helped me fine-tune my
ideas. Over 300 students were competing for seed grants for various multidisciplinary projects,
and I was surprised to learn that every discipline has a business component.
DISCUSSION OF FINDINGS
University entrepreneurship centres can significantly impact students' perceptions of
entrepreneurship (Jones, 2018). The result from research question 1 provides evidence of the
University of Lagos students' perception of the meaning of student entrepreneurship. Many
students perceive student entrepreneurship as the act of running a business to solve a problem
while studying as a student. According to O'Connor and Robinson (2019), student
entrepreneurship is the process of launching and operating a business venture while a student
is still enrolled in college or a university. This shows that the students correctly perceive what
students' entrepreneurship entails. Although most of the students still perceive buying and
selling as entrepreneurship, support from the entrepreneurship centre had an impact on
students understanding of how entrepreneurship is related to creativity, critical thinking, risk-
taking and opening up new markets and products.

The findings of research question 2 indicate that the University of Lagos students' motivation
to pursue entrepreneurship is driven by a combination of positive and negative factors. While
some students are propelled by a desire to address societal problems, others turn to
entrepreneurship due to poverty, hunger, and financial constraints. In addition, the fear of
unemployment after graduation has also been identified as a significant driver. These findings
are consistent with Fatoki and Garwe (2010) research, which noted that high levels of
unemployment in Africa often lead students to start their businesses. The University of Lagos
students' awareness of the limited job opportunities has prompted them to seek ways to create
value and generate financial returns through entrepreneurship.
Although many students are motivated to engage in entrepreneurial activities, they need help
in doing so. Responses to research question 3 show that student entrepreneurs at the
University of Lagos face several obstacles in their entrepreneurial pursuits. The primary
challenges include limited access to funding, the heavy workload from school, and insufficient
opportunities for skills development. This aligns with Akanbi and Akinbola (2019), who found
that although students may have innovative ideas, they often lack the essential knowledge and
expertise to run a profitable business. These challenges can hinder students' ability to start and
grow businesses, making it difficult to create sustainable enterprises. Therefore, universities
and other organizations should provide support and resources to help student entrepreneurs
overcome these challenges and develop the skills and knowledge necessary for success. Such
efforts can promote entrepreneurship and create a more supportive environment for aspiring
student entrepreneurs.
The findings from research question 4 reveal that the University of Lagos offers diverse support
mechanisms to its student entrepreneurs. The University provides formal and informal support
to its students to promote entrepreneurship. The formal support includes making student
entrepreneurship a part of the University's everyday activities through its 25-year strategic
plan, an entrepreneurship centre offering capacity development, and a compulsory
entrepreneurship course for students and lecturers. Informal support is provided through
collaborations with industry partners, alumni, and other university departments, which include
mentorship, access to seed grants, co-working spaces, competitions, and seed funding.
Nwokocha and Agwu (2016) stated that partnerships between universities and industries can
provide students with crucial resources such as funding, mentorship, and other support
systems that can increase their chances of success. The findings of this study provide further
evidence that universities and industry collaborations are essential for providing
comprehensive support to student entrepreneurs. The University's provision of formal and
informal support systems has bridged the gap between students' innovative ideas and their
ability to execute them successfully. By providing students with the necessary resources and
support, universities can promote entrepreneurship and help students build sustainable
businesses that will positively impact the economy.
Results from research question 5 showed how the University of Lagosentrepreneurship and
Skills Development Centre support the growth of student entrepreneurs. It was found that
asides from the compulsory entrepreneurship courses coordinated from the centre, student
entrepreneurs assessed mentorship, seed funding and internship opportunities through the
centre. The director of the entrepreneurship and skills development centre was also deliberate
145
about attracting mentors who will provide guidance and support from the industry. According
to Jones and Smith (2018), entrepreneurship centres provide "access to mentors, training
programs, and networking opportunities" for student entrepreneurs (p. 45). In another study
by study by Adegbola, Ogbuanu, and Ajagbe (2020), entrepreneurship centres in Nigeria
provide "business development services, incubation services, and funding opportunities" for
student entrepreneurs (p. 12).
CONCLUSION
Student entrepreneurship has multiple benefits, including preparing students for business in
the wider society and providing an alternative source of income to support their cost of living
on campus. Engaging with mentors is also a viable way for student entrepreneurs to minimize
the waste of resources. By participating in entrepreneurship activities, students can develop
the skills and mindset necessary to create value for themselves and others during and after
university studies. However, universities must redesign their academic calendar and daily
schedule to ensure that student entrepreneurs have adequate time to engage in activities such
as advertising, marketing, and collaborating with other student entrepreneurs. This will
enhance the scalability of their businesses and increase their chances of success.
RECOMMENDATIONS
1. The scope of entrepreneurship centres in universities should be expanded to encompass
individual departments rather than having a centralized centre serving the entire
institution. This will allow for more targeted and effective support for student
entrepreneurs in various fields of study.
2. Directors of university entrepreneurship and skills development centres should actively
seek out partnerships and collaborations with relevant stakeholders such as industry
experts, alumni, government bodies, and civil society organizations. These partnerships
can provide invaluable mentorship, networking, and capacity development
opportunities for student entrepreneurs.
3. The university community needs to consciously reduce bureaucratic bottlenecks and
provide opportunities for student entrepreneurs to market and advertise their products
within the campus environment. This will help to create a supportive environment that
encourages the growth of student-led businesses.
4. The university timetable and yearly schedule should be designed to allow student
entrepreneurs to balance their academic responsibilities with the demands of their
businesses. This could involve allocating specific times for entrepreneurship-related
activities or providing flexible academic schedules that accommodate the needs of
student entrepreneurs.
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Archives of Business Research – Vol. 11, No.

Drivers, Challenges, and Support of Student Entrepreneurship at

Keywords: Entrepreneurship, Student entrepreneurship, university entrepreneurship

Services for Science and Education – United Kingdom

Student entrepreneurship sometimes involves using university knowledge to identify

Services for Science and Education – United Kingdom 130

OBJECTIVES OF THE STUDY

Services for Science and Education – United Kingdom 132

An increase in entrepreneurship education has a positive influence on student

However, student entrepreneurship is still under investigation (Colombo, Piva, Rossi-Lamastra,

According to Marchand and Hermens (2015), a student entrepreneur attending classes at

Student Entrepreneurship as Drivers of Employment

However, educational institutions have become crucial in creating and shaping an

Drivers of Student Entrepreneurship

Services for Science and Education – United Kingdom 134

Challenges of Student Entrepreneurship

Support for Student Entrepreneurship: Case of University of Lagos

Services for Science and Education – United Kingdom 136

The Business Innovation Talent Expression (BITE):

Business Startup Grants for Engineering Students (BSG4ES):

Services for Science and Education – United Kingdom 138

facilitate a deeper understanding of the phenomenon under investigation. By transforming the

Table 2: Question: How do students of the University of Lagos Define Student

Students schooling and doing 8 students creating and innovating 1

Students work in teams to solve 2 University or any higher education 2

According to Table 2, the students of the University of Lagos understand student

Services for Science and Education – United Kingdom 140

According to another respondent, student entrepreneurship is:

Another student defined student entrepreneurship as:

Creating a unique and 2 Passionate about developing problem- 3

Wanted to solve a problem 2 Saw an opportunity and was willing to 1

According to one of the interviewees,

Another interviewee had this to say:

Table 4: What challenges do the University of Lagos student entrepreneurs face?

Power and Cost of Machines 2 Lack of Publicity for Business 3

Access to Funds for business expansion 4 The workload from schoolwork/ 4

Access to opportunities for 3 Porters Harassment 1

One of the interviewees had this to say:

According to one of the interviewees,

Services for Science and Education – United Kingdom 142

The University of Lagos is formally an entrepreneurship university that promotes

According to one of the interviewees,

Another student had this to say:

One of the interviewees also added:

Another student had this to say:

Services for Science and Education – United Kingdom 144

Services for Science and Education – United Kingdom 146

Services for Science and Education – United Kingdom 148

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