A Major Challenge for Agribusiness Student that Implement

Enterprise Development Project

Bachelor of Science in Agri-Business

Bicol University Guinobatan

In Partial Fulfillment of the Requirement for the Degree of

Bachelor of Science in Agri-Business

Melasel R. Morga
Jessa Ofracio
2024
Introduction

Students studying agribusiness encounter several difficulties as they get

ready to join the dynamic agriculture industry. Implementing enterprise development
initiatives, which are an essential component of both academic and practical training,
is one of the biggest obstacles. It might be intimidating for students to apply
academic knowledge to real-world settings as part of these projects. Agribusiness
students have a variety of challenges to overcome, such as handling financial
restraints and unpredictability in the market to creating sustainable company models
and resource management. However, this experience is crucial for developing the
problem-solving and entrepreneurial skills necessary for success in the fast-paced
world of agriculture in the future.
Agribusiness is a vital sector for the world's food supply and economic
growth. A growing number of agribusiness students are required to carry out
enterprise development projects as part of their academic program. These projects
give them practical experience in starting and running agricultural businesses. Even if
the goal of these projects is to close the knowledge gap between theory and practice,
students nevertheless have a great deal of difficulty with them. The difficulty of
converting theoretical notions into viable, practical business models is a significant
obstacle. Students have to deal with things like scarce financial resources, unstable
markets, broken supply chains, and incorporating new technology into conventional
farming methods.
Furthermore, their flexibility and entrepreneurial abilities are put to the test by
the demands of project management, which range from planning and implementation
to assessment. This study aims to investigate the main difficulties agribusiness
students have when carrying out enterprise development projects, as well as the
solutions they come up with. By looking at these issues, the research hopes to shed
light on how beneficial agribusiness education is and make suggestions for
enhancing students' readiness for the agriculture sector.

Statement of the Problem

This study aims to determine the A Major Challenge for Agribusiness Student
that Implement Enterprise Development Project which seeks to answer the following
sub problems:
1. What are the main resource and financial limitations that agribusiness students
encounter when putting their enterprise development initiatives into action, and
how do these limitations impact the long-term viability of their endeavors?

2. How do agribusiness students manage the complexities of supply chain, market

fluctuations, and technological integration when executing their enterprise
development projects, and what strategies do they employ to overcome these
challenges?

3. How can agribusiness students effectively execute and expand their enterprise
development projects? What kinds of institutional assistance, mentoring, and
hands-on training are accessible to them?

Objectives

 To identify the primary financial and resource constraints faced by agribusiness

students in the implementation of enterprise development projects

 o examine how agribusiness students navigate the complexities of supply chain

management, market fluctuations, and the integration of modern technologies in
their enterprise development projects

 To evaluate the role of institutional support, mentor ship, and practical training in
enhancing the success of agribusiness students' enterprise development
projects

Hypothesis:

Agribusiness students' enterprise development initiatives are largely

hampered in their capacity to execute successfully and sustainability by their limited
access to finance and financial resources.Students studying agribusiness have a
higher chance of succeeding in their firm growth projects if they utilize supply chain
management techniques well and adjust to changes in the market.Agribusiness
students' capacity to carry out and expand their company development initiatives is
positively impacted by sufficient institutional assistance, which includes mentoring
and hands-on training.

Scope and Delimitation

The main goal of this study is to determine and examine the main obstacles
that agribusiness students encounter while putting enterprise development project
into action. Three main topics will be covered by the research: the role of institutional
support, mentor ship, and practical training; management of supply chains and
market dynamics and financial restrictions.
The study's primary target will be agribusiness students enrolled in Bicol
University Guinobatan or courses that incorporate enterprise development projects in
the curriculum. The course will delve into the financial struggles these students face,
the limitations of running agricultural businesses in volatile markets, and how they
use contemporary technology into their projects. It will also evaluate the impact that
institutional support systems, such mentor ship programs and hands-on training,
have on the viability of student run businesses.
The study will concentrate on agribusiness students in a designated
geographic area, such as a nation or educational establishment, in order to
guarantee that the results are applicable to the given context. Without more study,
broader generalizations across global contexts cannot be established.Only students
enrolled in agribusiness programs will be included in the study; professionals actively
employed in the sector will not be included.

Significance of the Study

This study entitled “A Major Challenge for Agribusiness Student that

Implement Enterprise Development Project” holds significance in several areas,
benefiting various stakeholders including Agribusiness Students,Educational
Institutions, Agribusiness Sector and Policymakers and Funding Bodies. Below are
the key reasons why this study is important:

Agribusiness Students

The study will provide insight into the typical roadblocks that students face while
starting and running enterprise development project, including budgetary limitations,
market volatility, and resource management. The research will improve students'
entrepreneurial abilities and increase their chances of success by recognizing these
obstacles and assisting them in better preparing for and navigating the intricacies of
firm creation.

Educational Institutions

The research results will give higher education institutions, training facilities, and
schools a better knowledge of the weaknesses in their agribusiness student
assistance protocols. In order to improve curriculum and bring them closer to
business and student demands, the research will identify areas where educational
institutions may boost financial resources, practical training possibilities, and mentor
ship programs.

Agribusiness Sector

By defining the abilities and proficiency students require to effectively manage the
enterprise development project , the research will aid in the formation of future
agribusiness leaders. The research can help develop a more competent and
enterprising agribusiness workforce that can spur innovation and sustainability in the
sector by tackling these issues.

Future Research:

This study can serve as a foundation for future research in agribusiness education
and entrepreneurship. It will provide a baseline understanding of the obstacles
students face, which can be built upon in future studies that explore solutions or
alternative methods for overcoming these challenges in different regions or under
different conditions.
 Reference

Ainembabazi, J.H., & Mugisha, J. (2014). Agribusiness enterprises in Sub-Saharan Africa:

Determinants and challenges for students. Journal of Agricultural Education and Extension,
20(5), 475-487.

Nelson, R. E., & Lightfoot, C. (2014). Student agribusiness enterprises: Constraints and
challenges. International Journal of Agribusiness Management, 6(2), 101-115.*

Shah, D. (2013). Access to finance for agribusiness students: Barriers and opportunities.
Journal of Agricultural Finance and Banking, 27(1), 54-72.*

Thomas, J. R., & Francis, B. (2019). Addressing market access issues in student-led
agribusiness projects: A case study approach. Journal of Agricultural Business Education,
12(4), 213-226.*
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

According to academic and industry-focused literature, agribusiness students

encounter several difficulties while putting company development initiatives into practice.
In this part, major themes from previous research that are pertinent to the subject are
outlined, such as the function of institutional support, market accessibility, practical skill
gaps, budgetary restrictions, and mentoring.
One of the biggest obstacles facing students studying agribusiness is usually
found to be obtaining finance. Many students lack the financial resources required to
launch and maintain their agricultural ventures, according to research by Ainembabazi
and Mugisha (2014). Purchasing inputs like machinery, fertilizer, seeds, and other
necessary instruments is challenging without enough money. Furthermore, alternative
finance sources including subsidies, loans for agriculture, and startup capital are
frequently unfamiliar to students.According to Kahan (2012), agricultural ventures need a
significant initial outlay of funds, which can be challenging for some youthful
entrepreneurs to get because they lack collateral, a credit history, or connections within
the banking industry. Students are forced to rely on personal savings or unofficial loans,
which may not be sustainable, in areas with limited access to established financial
institutions.
Numerous studies show how the academic information taught in schools and the
actual abilities required to successfully run agribusinesses are not aligned. While
agribusiness programs teach fundamental concepts in agricultural science,
management, and economics, Nelson and Lightfoot (2014) state that students frequently
find it difficult to apply these concepts to real-world business management situations.
They might not have any practical expertise in fields like market analysis, supply chain
management, or agricultural operations.According to Mugera and Bitsch (2005),
practical learning experiences are crucial for agricultural entrepreneurs to succeed, but
many academic programs don't provide students enough chances to put their new found
knowledge to use in practical settings. This lack of practical skills might make it more
difficult for students to make wise business judgments and restrict their capacity to
successfully handle operational difficulties.
Finding sustainable markets is a major obstacle for student-led agricultural
initiatives. According to Thomas and Francis (2019), a large number of students lack
knowledge about customer preferences, industry trends, and the logistics required in
expanding their reach. These students frequently lack the information necessary to set
competitive prices for their goods or to strategically position their businesses to draw in
clients.According to a 2014 World Bank report, agribusinesses, particularly those run by
young entrepreneurs and students, have challenges navigating crowded and competitive
marketplaces. In addition, students frequently have trouble with transportation and
distribution networks, which are essential for growing their clientele and guaranteeing
prompt delivery of their products.
The literature generally acknowledges the importance of mentoring in the growth
of agribusinesses. Students who have access to mentors and professional networks are
more likely to succeed in their endeavors, claim Olowa & Olowa (2015). In addition to
offering helpful advice on risk management, resource allocation, and company strategy,
mentoring also helps students steer clear of typical errors that arise during the early
phases of organization growth.Additionally, as Nelson and Light foot (2014) point out,
mentors may assist students in acquiring the soft skills—like networking, leadership, and
negotiation—that are essential for entrepreneurship. Unfortunately, a lot of students,
particularly those in underdeveloped nations, do not have access to this kind of mentor
ship, which hinders their capacity to overcome obstacles and grow their enterprises.

Related Studies

The challenges faced by agribusiness students in implementing enterprise

development projects have been the focus of various research studies. This section
reviews key findings from several studies that explore these challenges and offer
insights into potential solutions.
A research by Ainembabazi and Mugisha (2014) looked at the financial obstacles
that students studying agribusiness in Sub-Saharan Africa had to overcome. According
to their research, a large number of students do not have access to sufficient capital and
other financial resources needed to start and maintain their agricultural endeavors. The
study found that students' attempts to start their own businesses are severely hampered
by their lack of understanding regarding funding sources, such as grants and loans for
agriculture. Enhancing financial literacy initiatives and developing more easily available
funding sources for student entrepreneurs were among the recommendations.
Nelson and Lightfoot (2014) investigated the connection between agribusiness
students' theoretical knowledge and practical abilities. The research findings indicate a
significant disparity between the theoretical knowledge and practical abilities required for
efficient firm management. As a way to better educate students for the reality of
operating an agribusiness, the authors proposed combining experiential learning
opportunities, such as internships and cooperative education programs. Mugera and
Bitsch's (2005) findings, which stressed the value of practical experiences for fostering
entrepreneurial abilities, are consistent with this.
In their 2019 study, Thomas and Francis looked at the difficulties agribusiness
students had getting access to markets for their projects. According to their survey, a lot
of students have trouble understanding customer desires and identifying feasible
markets. They discovered that ineffective company choices and low profitability are
frequently the result of a lack of expertise in supply chains and market research. To help
students get a deeper comprehension of market dynamics and practical marketing
tactics, the authors suggested putting in place market-oriented training programs and
seminars.
Olowa and Olowa (2015) looked into how mentoring affected agribusiness
students' desire to start their own firm. According to their results, students who had
mentors reported feeling more confident and succeeding in their entrepreneurship
ventures. The study came to the conclusion that mentoring programs might offer vital
assistance in overcoming obstacles, creating business plans, and expanding
professional networks. The World Bank (2014) emphasized the value of mentorship
even further and advocated for closer ties between academic institutions and business
leaders to create an environment that is supportive of aspiring young farmers.
Shah (2013) evaluated how important institutional support is to the
accomplishment of student-run agricultural initiatives. According to the study, student
entrepreneurship success rates were greater at colleges that provided all-inclusive
support services, including business incubators, finance access, and entrepreneurial
training. Shah suggested that academic institutions provide specialized curricula, such
as seminars on business planning and financial resource access, to cater to the unique
requirements of agribusiness students. In a similar vein, Kahan (2012) stressed the
necessity of laws that promote cooperation between academic institutions and the
agriculture sector in order to give students access to real-world knowledge and
resources.
Ainembabazi and Mugisha's (2014) research also addressed the sustainability
issues that agribusiness students confront. They discovered that since they had limited
access to resources and technology, many pupils were ill-prepared to adopt sustainable
behaviors. According to the report, in order to better prepare students for the future of
agribusiness, educational institutions should include sustainability education and give
them access to contemporary agricultural technology.
Agribusiness students' time management challenges were examined by Nelson
and Lightfoot (2014). According to their study, managing an organization takes time, and
academic coursework demands a lot of it. According to the report, students may better
combine their academic and entrepreneurial duties by putting in place time management
support tools and training.

Synthesis of the Art

The literature surrounding the challenges faced by agribusiness students in

implementing enterprise development projects highlights several interconnected themes
that collectively illustrate the multifaceted nature of these challenges. This synthesis
organizes the findings into key areas of concern, providing a comprehensive overview of
the factors that impact the entrepreneurial endeavors of agribusiness students.
Financial Constraints,The dearth of financial resources accessible to
agribusiness students is one of the main issues mentioned in the literature. According to
research, a lot of students have trouble getting enough money for their projects, which
restricts their capacity to spend money on necessities like supplies, technology, and
equipment (Ainembabazi & Mugisha, 2014; Kahan, 2012). Lack of funding not only
makes it difficult to start projects, but it also makes student-run businesses less scalable
and sustainable. This emphasizes the need for improved financial literacy initiatives as
well as the development of easily accessible finance sources intended especially for
student entrepreneurs.
 Information and Practical Skill Gaps,One major obstacle is the lack of alignment
between the theoretical information acquired in academic environments and the practical
skills needed for efficient company management. Research indicates that whereas
agribusiness curricula offer fundamental understanding, numerous pupils do not possess
the practical exposure required to effectively handle real-life predicaments (Nelson &
Lightfoot, 2014; Mugera & Bitsch, 2005). This mismatch may result in their making bad
decisions and managing their businesses inefficiently. For students to be prepared for
the intricacies of agriculture, experiential learning opportunities like internships and real-
world project execution must be integrated.
Lastly, the literature discusses the challenge of striking a balance between the
demands of running a business and one's academic responsibilities. A lot of students
struggle to balance their time between schoolwork and side projects, which can cause
burnout and project delays (Nelson & Lightfoot, 2014). Students can handle these
conflicting tasks more skillfully if time management training is put into place and flexible
support networks are offered.
In summary, a complex landscape of interconnected barriers is shown by the
synthesis of the art on the difficulties experienced by agribusiness students in carrying
out enterprise development projects. Improving student outcomes requires addressing
financial constraints, bridging the theory-practice gap, expanding market access,
encouraging mentor ship, bolstering institutional support, promoting sustainability, and
assisting students in striking a balance between their academic and entrepreneurial
obligations. Education institutions and legislators may better educate agribusiness
students for prosperous careers as creative entrepreneurs by putting in place focused
plans and support networks. This will eventually help the agriculture industry thrive and
endure.
Gaps Spanned By the Study

The study on the challenges faced by agribusiness students in implementing

enterprise development projects addresses several key gaps in the existing literature
and research.Finding and examining these gaps is essential to improving
comprehension and offering practical suggestions. The main holes that the study fills are
as follows:
Thorough Examination of Financial Barriers: Although earlier research has
recognized financial limitations as a major obstacle, there hasn't been much thorough
examination of the particular kinds of financial barriers that agribusiness students
encounter. The purpose of this research is to better understand the complexities
surrounding financing concerns, including investment options, loans, and grants, as well
as how students' financial literacy affects their capacity to get funding.
Integration of the Development of Practical Skills: The majority of published
research discusses the divide between theory and practice, but it frequently skips over
in-depth examination of the particular practical skills required by agribusiness students.
In addition to classifying and identifying these abilities, this study will evaluate how well
the existing educational strategies deliver practical learning opportunities, pointing out
areas in which the curriculum needs to be improved.
Market Access and Consumer Awareness: Although some studies have looked
at market access issues, more thorough study is needed to identify the precise obstacles
that students must overcome in order to reach profitable markets. The purpose of this
study is to better understand how much students know about customer preferences,
market dynamics, and competition analysis and how much of an impact these elements
have on the success of their agricultural endeavors.
The importance of mentor ship in agribusiness education is acknowledged, but
little research has been done on the precise qualities that make a mentor ship program
beneficial for students studying agribusiness. This research will look at the best kinds of
mentoring models and how students may become connected to these networks. The
results will give stakeholders in the business and educational institutions useful
information that they can use.
Institutional Support Mechanisms: Although some studies emphasize the
significance of institutional support, few studies have examined the ways in which
various forms of assistance such as financial, logistical, and advisory affect students'
performance in the agribusiness field. The objective of this research is to ascertain
efficacious support systems found at academic establishments and evaluate their impact
on the longevity and expansion of student-run businesses.
Many times, sustainability is covered in general terms in the literature without
going into detail about the particular technological obstacles faced by agribusiness
students. In addition to investigating potential methods to get beyond these obstacles,
this study will concentrate on identifying the technical tools and sustainable behaviors
that students find most difficult to apply.

Theoretical Framework

The theoretical framework for the study on the Major challenges faced by
agribusiness students in implementing enterprise development projects will draw upon
this relevant theory and model which social learning theory. These frameworks will help
to explain the complex interplay of factors affecting student entrepreneurs and guide the
analysis of the data collected. Below is the key theory that will inform this study:

Social Learning Theory

According to Albert Bandura's Social Learning Theory, learning happens through

modeling, imitation, and observation. This notion is especially applicable to peer
relations and mentoring among students studying agri-business. Through witnessing and
learning from successful entrepreneurs, students may cultivate critical skills and
attitudes related to entrepreneurship. This framework will guide the examination of how
mentoring affects students' capacity to overcome obstacles when carrying out their
projects.

In this framework:

Core Constructs
Represent the primary factors influencing agribusiness students' ability to implement enterprise development projects

Financial Practical Skills and Mentor-ship Market Access

Resources Knowledge The role of mentors, peer networks, The ability to identify and reach viable
Access to funding, financial literacy, The skills and competencies gained and industry connections that provide markets, understand consumer
and investment opportunities that through formal education and guidance, support, and opportunities preferences, and develop effective
impact students' ability to start and experiential learning, including hands- for collaboration. marketing strategies.
sustain their businesses.
on training, internships, and real-world
 Institutional Sustainability and
Time Management
Support Technology The challenge of balancing academic
The facilities, services, and resources The integration of sustainable practices obligations with the demands of
that educational institutions offer to and modern technologies in running a business.
help students in their business agribusiness operations.
endeavors.

Figure 1: Theoretical Paradigm

Relationships Between Constructs

The following is an outline of the links that the theoretical paradigm proposes between these constructs.
enterprise development projects

Financial Practical Skills ↔ Mentor ship ↔ Practical

Resources↔Practical Market Access Skills
The extent to which students possess
Skill Having mentors available to them can
practical skills and knowledge impacts
help students develop their practical
Limited financial resources might their capacity to carry out market
skills by offering networking
make it more difficult for students to research, comprehend customer
opportunities, coaching, and
take advantage of possibilities for behavior, and execute efficacious
information exchange.
developing real skills, which can affect marketing tactics.
how well they run businesses.

Institutional Support ↔ Sustainability and Time Management

Financial Resources Technology ↔ Market
Good time management techniques
Access may assist students in striking a
Strong institutional support can make Adopting sustainable technology and
it easier for students to get resources balance between their extracurricular
practices may improve market and academic interests, which will
and money, enabling them to competitiveness and product
overcome financial obstacles. enhance the quality of their projects.
differentiation, which will improve
access to profitable markets.

Figure 2: Theoretical Paradigm

Feedback Loops Visual

The theoretical framework also
acknowledges the possibility of feedback
Representation
loops between the constructs, wherein the A visual representation of the theoretical
results of students' entrepreneurial pursuits paradigm can be created using a flowchart
might subsequently impact the or diagram that illustrates the core
constructions constructs and their interrelationships. This
visual aid can help clarify how each factor
contributes to the overall success of
agribusiness students in implementing
enterprise development projects

Successful implementation of enterprise

development projects may lead to improved
The theoretical paradigm provides a structured
financial resources, enhancing students' access framework for understanding the complex interplay of
to additional training and mentor ship. Positive factors that influence agribusiness students'
market experiences can reinforce students' experiences in implementing enterprise development
confidence and intentions to pursue further projects.
entrepreneurial opportunities, creating a cycle of
continuous improvement and skill development.

Figure 3: Theoretical Paradigm

 The theoretical paradigm offers an organized framework for comprehending the
many interactions between variables that affect how agribusiness students experience
working on company development initiatives. This paradigm is a useful tool for directing
the study design, data collecting, and analysis since it outlines the linkages between
financial resources, practical skills, mentoring, market access, institutional support,
sustainability, and time management. In the end, it will contribute to the generation of
insights that guide policy interventions and instructional strategies meant to improve
agribusiness students' capacity for entrepreneurship.

Conceptual Framework

The conceptual framework for the study on the challenges faced by agribusiness
students in implementing enterprise development projects visually represents the key
variables and their interrelationships.This framework acts as a guide for comprehending
the ways in which different elements affect students' entrepreneurial experiences and
results. A thorough description of the conceptual framework, comprising all of its
elements and how they relate to one another, is provided below.

Below is a visual summary of the conceptual framework in a flowchart form:

Components of the Relationships Among Feedback Mechanisms

Conceptual Framework Components feedback mechanisms are included
in the framework, implying that the
The conceptual framework outlines dependent variables (outcomes)
The conceptual framework is
several relationships among the can affect the independent
composed of the following key
independent and dependent variables.
components
variables

Independent Variables
 Achieving successful
entrepreneurial goals may
boost students' self-esteem
Practical Skills and Financial Resources → and drive, which motivates
Knowledge Entrepreneurial Success them to look for more funding,
mentoring, and training.

Mentor ship  Adoption of innovative

technology and sustainable
Practical Skills and practices may increase in
Knowledge → response to positive market
Market Access Entrepreneurial Success performance.

Institutional Support Mentor ship →

Entrepreneurial Success
 Market Access →
Sustainability and Entrepreneurial Success
Technology

Time Management Institutional Support →

Entrepreneurial Success

Dependent Variables
Sustainability and
Technology →
Entrepreneurial Success
Entrepreneurial Success

Time Management

Skill Development

Market Performance

Overall Entrepreneurial
Intent

Figure 4: Conceptual Paradigm

The conceptual framework offers an organized method for comprehending the

intricate dynamics influencing how enterprise development projects are carried out by
agribusiness students. This framework functions as a guide for the study design, data
collecting, and analysis by identifying and illuminating the linkages between financial
resources, practical skills, mentoring, market access, institutional support, sustainability,
and time management. In the end, it will assist in identifying tactics to boost agribusiness
students' performance in the industry and improve their entrepreneurial qualities.
 Reference

Ainembabazi, J. H., & Mugisha, J. (2014). "Financial Constraints and Entrepreneurship:

Evidence from Sub-Saharan Africa." Journal of Small Business and Enterprise
Development, 21(3), 502-516.

Ajzen, I. (1991). "The Theory of Planned Behavior." Organizational Behavior and Human
Decision Processes, 50(2), 179-211.

Olowa, O. S., & Olowa, F. A. (2015). "Mentor ship and Entrepreneurship Development:
A Study of Nigerian University Students." Global Journal of Business Research, 9(1), 73-
85.

Rogers, E. M. (2003). Diffusion of Innovations. New York: Free Press.

Shah, D. (2013). "The Role of Universities in Supporting Entrepreneurship: A Case Study

of Agricultural Institutions." Journal of Higher Education Policy and Management, 35(1),
55-67.

Thomas, R., & Francis, A. (2019). "Market Access Challenges for Agribusiness
Students: An Exploratory Study." International Journal of Business and Management,
14(5), 31-42.

World Bank. (2014). "Youth Entrepreneurship in Africa: The Case for a Comprehensive
Policy Agenda." World Bank Publications.
 CHAPTER III
RESEARCH DESIGN AND METHODOLOGY

Research Method

The research methodology describes the methods and techniques employed to

look at the difficulties agribusiness students encounter when putting enterprise
development ideas into action. The research methodology is described in full below:

Research Design

The study will use a descriptive research design that combines mixed-methods
(quantitative and qualitative) approaches. The design is suitable for recognizing,
characterizing, and evaluating the particular difficulties encountered by students studying
agribusiness, as well as comprehending the elements impacting their experiences.

Source of Data

A study on the difficulties agribusiness students encounter when carrying out

enterprise development projects uses primary and secondary sources for data. These
resources are essential for gaining a thorough grasp of the subject of the study.

1.Primary Data

Primary data will be collected directly from respondents and key stakeholders
involved in agribusiness education and enterprise development. The key sources of
primary data include:

Agribusiness Students:

 Students currently enrolled in undergraduate or graduate programs that

involve enterprise development projects.
 These participants will provide first-hand information about their
experiences, challenges, and perceptions.
 Faculty Members and Mentors:

 Professors, instructors, and mentors overseeing enterprise development

projects will offer insights into institutional support, training programs, and
mentor-ship quality.

University or Institutional Representatives:

 Administrators responsible for entrepreneurship programs will share

information on the resources, policies, and infrastructure available to
support students.

Key Informant Interviews

 In-depth interviews with selected students and experts in the agribusiness

sector to provide qualitative insights into the challenges and success
factors.

2.Secondary Data

Secondary data will be obtained from published literature, institutional reports,

and other credible sources. The key sources include:

Academic Journals and Articles:

 Research studies and articles related to agribusiness education,

entrepreneurship, and the challenges faced by students in enterprise
development.

Institutional Reports:

 Reports and documents from universities, colleges, or vocational

institutions offering agribusiness programs.

Policy Papers and Government Reports:

  National and regional policies on agricultural education, youth
entrepreneurship, and agribusiness development.

Books and Textbooks:

 Reference materials on agribusiness management, entrepreneurship

theories, and practical guides for enterprise development.

Research of Data

Data Collection Methods

Surveys:

 A structured questionnaire will be distributed to a representative sample

of agribusiness students.
 Includes both close-ended (Likert scale) and open-ended questions.

Research Instrument

Two primary research instruments will be used:

Questionnaire:

1. A structured questionnaire with close-ended and open-ended questions

will be used to gather quantitative and qualitative data (as detailed in the
questionnaire provided earlier).
2. Sections will include demographic information, financial resources,
practical skills, mentorship, market access, institutional support, and
overall challenges.

Key Informant Interviews

1. Semi-structured interviews with selected students, mentors, and faculty

members to gather in-depth qualitative insights.
 2. Open-ended questions will explore personal experiences, perceptions,
and recommendations.

Statistical Treatment

The statistical treatment of data is essential to analyze the information collected in the
study on challenges faced by agribusiness students in implementing enterprise
development projects. Below is an outline of the statistical methods to be used for the
analysis:

1. Data Preparation

Coding:


1. Responses from the questionnaire will be assigned numerical codes for
ease of analysis. For example:
 Gender: Male = 1, Female = 2, Non-binary = 3
 Likert Scale: Strongly Disagree = 1, Disagree = 2, Neutral = 3,
Agree = 4, Strongly Agree = 5

Data Cleaning:

1. Ensuring accuracy by checking for missing, duplicate, or inconsistent

entries.

2. Statistical Tools and Techniques

A. Descriptive Statistics

 Purpose: To summarize and describe the data.

  Techniques:
 Frequency Distribution: To determine how often a particular response
occurs (e.g., percentage of students facing financial constraints).
 Measures of Central Tendency:

 Mean: Average score for variables like perceived support from institutions
or confidence in practical skills.
 Median: The middle value of responses when ranked.
 Mode: The most frequently occurring response.
 Measures of Dispersion:
 Standrd Deviation: To assess the variability in responses (e.g., differences
in mentorship satisfaction).

Data Gathering Procedure

The data gathering procedure describes the exact steps to take in order to obtain
pertinent data for the study on the difficulties agribusiness students encounter when
putting enterprise development projects into action.

Preparation Phase

Instrument Development:

 A structured questionnaire and interview guide will be developed,

pretested, and refined based on feedback.
 Sections of the questionnaire include demographic information,
financial challenges, practical skills, mentorship, market access, and
institutional support.

Ethical Approval:

 Submit the research proposal to the institution’s ethics review

committee for approval.
  Obtain ethical clearance and ensure all data collection procedures align
with ethical standards.

Consent Forms:

 Prepare consent forms explaining the purpose of the study,

confidentiality, and voluntary participation.
 Refrence

Creswell, J. W., & Creswell, J. D. (2018).

Bryman, A. (2015). Social Research Methods (5th ed.). Oxford University Press.

Yin, R. K. (2017).

Dolan, C., & Johnstone-Louis, M. (2011).

Ndoro, J., Mudhara, M., & Chimonyo, M. (2015).

Ali, A., & Kapoor, S. (2008).