NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORT - Entrepreneurship Development ...
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NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORT
Acknowledgements
In a first attempt at establishing a baseline of the Director-General: University Education, Dr Diane
nature and scope of entrepreneurship in South Parker, and the Chief Director: Teaching and
African higher education, we learnt that a project Learning Development, Dr Whitfield Green, for
of this nature, in the absence of any prior work and financial support through the University Capacity
amid the complex and uncertain higher education Development Programme of the Department of
landscape, is no simple task. This report is the result Higher Education and Training.
of the valued contributions of a large number of
The EDHE Community of Practice for
individuals and entities. We acknowledge some key
Entrepreneurial Universities enthusiastically
stakeholders here, but are sincerely grateful to every
shaped and guided the study. The input of its two
person who contributed in one way or another.
conveners, Dr Poppet Pillay of Durban University
The British Council South Africa has been of Technology and Ms Charleen Duncan of the
commendable in bringing this project to fruition University of the Western Cape, was of particular
through its financial contribution and active support value. Prof. Susan Steinman played a constructive
in execution and brokering linkages with the UK
role in the background work, which we greatly
Higher Eduction sector. Specific acknowledgement
appreciate.
is deserved by its former and current Science and
Higher Education Programme Managers, Ms Anisa Ms Joyce Achampong of Pivot Global exhibited
Khan and Ms Meekness Lunga, respectively. We are remarkable adaptability, patience and perseverance
also grateful for the support and insight provided in conducting the study. Joyce, we salute you!
by the British Council Deputy Country Director, Ms We have tremendous appreciation for the
Jean September throughout the research process. leadership of the CEO of Universities South Africa
We thank the EDHE Steering Committee for its (USAf), Prof. Ahmed Bawa, for his encouragement
support and endorsement, in particular the Deputy and unwavering backing of the EDHE team.
Copyright and Disclaimer
Information contained herein should not, in whole or part, be published,
reproduced or referred to without prior approval by Universities South
Africa (USAf) and the Entrepreneurship Development in Higher Education
Programme as the commissioning body. Any such reproduction should
also credit the report’s authors; Joyce Achampong, Dr Christopher Hill
and Elli Yannakaris of Pivot Global Education Consulting Group Ltd., as
well as credit any and all research that Pivot Global Education Consulting
Group Ltd undertook in the writing of this report.NATIONAL UNIVERSITY
ENTREPRENEURSHIP ECOSYSTEM
BASELINE REPORT
A research study conducted by Pivot Global Education for the
Entrepreneurship Development in Higher Education (EDHE) Programme
of the Department of Higher Education and Training (DHET) and
Universities South Africa (USAf), in partnership with the British Council
FEBRUARY 2020Foreword: An Essential
Baseline Study to Shape
EDHE’s Engagement
The complex relationship of to facilitate this engagement, to
universities with society has constantly ensure that there is learning taking
to be worked at. These institutions place at the theory-praxis nexus and
are global in scope because of the to provide students with appropriate
nature of knowledge as an entity that learning experiences. Thirdly, it works
spans borders and cultures, but they with the universities themselves to
are also deeply rooted in the social, understand how best to facilitate
economic and political geographies the development of entrepreneurial
in which they are located. They
ecosystems within which students are
are simultaneously intensely local
immersed. And finally, the research-
and intensely global. This forces
innovation chasm is deep in South
universities to focus heavily on how
they relate to their local contexts and, Africa. One of the challenges we
as Professor Chris Brink posits (and I face as a sector is to understand
paraphrase): “it is not enough to ask how both undergraduate and
what universities are good at – we postgraduate students engage the
Prof. Ahmed Bawa must also ask what universities are ideas of entrepreneurism as they work
Chief Executive Officer, good for!” on projects, so that the innovation
Universities South Africa (USAf) imperative is built into the research
At the heart of South Africa’s
simultaneous crises of poverty and enterprise rather than seen as
inequality is its unbelievably high being retrofitted.
unemployment rate. At close to EDHE, will have to work with the
30%, South Africa has a shockingly objective conditions at each of the
high unemployment rate which for institutions, to understand what the
young South Africans rises to close international best practice tells us
on 50%. This is clearly a mirror of and to understand what the nature of
the state of South Africa’s economy.
South Africa’s entrepreneurial terrain
It is stagnant. And any hope of
is like. This baseline study is meant
addressing these crises will depend
to provide EDHE with these kinds of
on understanding how to grow the
details and data as a basis upon which
economy so that there are higher
levels of employment. How should the to design interventions.
universities respond to these crises? At the end of the day, it is paramount
It is paramount that One response of universities would that each institution, on the basis
of the evidence before it and in
each institution be to contribute to the generation
of a new, vibrant culture of partnership with EDHE, deliberately
deliberately designs entrepreneurship. This imagination is designs the ecosystem that best suits
the ecosystem that what gave rise to the DHET’s initiative its needs and its conditions so as
best suits its needs in establishing the Entrepreneurship to maximise its impact on building
Development in Higher Education an entrepreneurial culture amongst
and its conditions. (EDHE) Programme, which is now its graduates.
based at and run out of USAf. The
idea of the programme is four‑fold. This is an exciting intellectual
Firstly, it is aimed at providing adventure that has the potential to
students with the opportunity make important social and economic
of engaging with the world of impacts on students and the economy
entrepreneurship while they are busy more generally. This baseline study
with degree and diploma studies. will provide important information
Secondly, it focuses attention on and data to allow EDHE to maximise
building the capacity of academics its impact.
ii NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORTForeword: Towards a National Policy to
Guide Entrepreneurship Development
in South African Universities
It gives me great pleasure to share a South Africa, a core set of principles,
few thoughts on the first research study criteria or values could form the basis
to be jointly commissioned by the of a framework that all universities
British Council and Universities South could adopt as they see fit.
Africa, as part of our collaborative
What is clear is that instilling a culture
partnership on expanding the capacity
of entrepreneurship across universities,
of South African universities in the
in whatever shape or form, is key to
area of entrepreneurship. The notion
the advancement of social welfare
of an entrepreneurial university is
and economic development in the
gaining momentum globally. In South
region and this Ecosystem Baseline
Africa, the UK and other parts of
Study is a progressive step in the
Europe, universities are increasingly
right direction. Programmes that seek
becoming more entrepreneurial as they
to advance entrepreneurship in the
move away from the more traditional
higher education sector, such as the
management and academically-
Department of Higher Education and
focussed structures and ways of
Training (DHET’s) Entrepreneurship
operating, towards more inclusive,
Development in Higher Education
flexible, student-led curricula that reflect
the realities of industry and the world of (EDHE) Programme, are very important
work today and ahead into the future. to the UK as they align with the ideals of
our Overseas Development Assistance
The nature and magnitude of (ODA) which ultimately aims to benefit
entrepreneurial initiatives, however, low income, historically disadvantaged
vary from one university to another. In and vulnerable populations.
the UK, universities tend to be diverse, Susana Galvan
with some being research intensive This Entrepreneurship Ecosystem
Baseline Study fills a crucial knowledge Country Director,
and others being more teaching British Council South Africa
focussed. Likewise, this National gap in the South African university
University Entrepreneurship Ecosystem entrepreneurship ecosystem. This
Baseline Study reveals the rich diversity study has succeeded in analysing
and uniqueness of each university South Africa’s reality and providing
in South Africa. From this study, it is key information that will be used to
evident that the degree and form of further support entrepreneurship. More
entrepreneurship at universities vary importantly, it will feed into the design
greatly across the country, depending of a National Policy Framework that will
on the type of university and its history. seek to address the policy regulatory
vacuum and stimulate entrepreneurship
Considering the above, this activities in South African universities.
research maps and analyses
This will be facilitated through
the state of affairs in relation to
interventions such as the EDHE
entrepreneurship at universities,
Programme and others in the sector.
guided by an acknowledgement and
an understanding of the diversity British Council South Africa would
within the university sector in South like to thank all those individuals who
Africa. As the higher education sector contributed to making this publication Instilling a culture of
proceeds to engage with, and make possible. Without the participation
meaning of the findings of this study, I of the university representatives, entrepreneurship across
would strongly encourage universities we would not have been able to universities is key to the
to embrace their unique identity and collect the information that makes advancement of social
diversity, and continue to discover this study so valuable and so useful.
their own pathways to becoming Very special thanks also go to our welfare and economic
entrepreneurial, because in the world project implementation partner, USAf, development in the
of education, there is no one-size-fits- and Pivot Global Education (UK) for
all model. With further research and conducting the research and compiling
region.
engagement with the universities in this crucial report.
NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORT iiiContents
Foreword: An Essential Baseline Study to Shape EDHE’s Engagement .............................................................. ii
Foreword: Towards a National Policy to Guide Entrepreneurship Development in South African Universities ...... iii
Executive Summary ............................................................................................................................................ 2
Introduction ......................................................................................................................................................... 4
Literature Survey .................................................................................................................................................. 6
Research Methodology ....................................................................................................................................... 9
Interpretation of Data and Research Outcomes ................................................................................................ 12
What is Entrepreneurship and what is an Entrepreneur? .................................................................................. 16
Entrepreneurship Activity and Delivery ............................................................................................................. 18
Processes and Approaches ................................................................................................................................ 26
Systems and Processes ...................................................................................................................................... 30
Findings ............................................................................................................................................................. 32
Recommendations ............................................................................................................................................. 39
Conclusion ........................................................................................................................................................ 42
References/Bibliography ................................................................................................................................... 43
Annexures .......................................................................................................................................................... 44
List of tables and figures
Table 1: Summary of South Africa’s youth development policies ........................................................................ 5
Table 2: Survey responses by institution ........................................................................................................... 10
Table 3: Innovation delivery of entrepreneurship development ....................................................................... 35
Graph 1: Word occurrence for ‘What is entrepreneurship?’ (Academic) ........................................................... 16
Graph 2: Word occurrence for ‘What is entrepreneurship?’ (Professional Services) .......................................... 16
Graph 3: Word occurrence for ‘What is an entrepreneur?’ (Academic) ............................................................. 17
Graph 4: Word occurrence for ‘What is an entrepreneur?’ (Professional Services) ........................................... 17
Glossary
ANDE Aspen Network of Development Entrepreneurs MCF MasterCard Foundation
DHET Department of Higher Education and Training, NYDA National Youth Development Agency
South Africa
SEDA Small Enterprise Development Agency
ENACTUS Experiential learning platform (known formally as
Enactus) SEFA Small Enterprise Finance Agency
Entrepreneurship Formal academic programme STEP Student Training for Entrepreneurial Promotion,
education a programme supported by UNESCO SA and
Leuphana University of Lüneburg
Entrepreneurship Formal or informal, accredited or non-accredited
training training TEF Tony Elumelu Foundation
EDHE Entrepreneurship Development in Higher USAf Universities South Africa
Education: a programme of the Department of Wadhwani An international programme to accelerate
Higher Education and Training, South Africa and Foundation economic development in emerging economies
Universities South Africa (USAf) Entrepreneur through entrepreneurship, innovation and skills
Programme
NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORT 1Executive Summary
Overview communication lines that can be delivery of entrepreneurship activity
improved upon. on campus. This would support
This baseline study provides insight
Activity stems from understanding: the breaking of entrenched silos,
into the enabling entrepreneurship
both of an idea itself and of where, which are evident in universities
ecosystem within the 26 South African
how and why it should be delivered. across the world, and promote
public higher education institutions
In the context of this study, the issue greater levels of communication and
and existing practices and activities
is compounded by one of definition. awareness. Academics need to be
currently underway. Its purpose is to
When terms like ‘entrepreneurship’, involved in the design and delivery
enable, using the recommendations
‘innovation’ and ‘entrepreneurial’ of entrepreneurship activity, but
gathered, the creation of a framework
are used almost interchangeably, training and development need to be
to inform the development of a
there is naturally scope for confusion embedded at an institutional level,
National Policy Framework on
and a need for further clarity. There and in so doing, support the building
Entrepreneurship Development in
is a need to more clearly define of a culture and system that promotes
South African Higher Education. The
entrepreneurship in the South African entrepreneurship at all levels.
report deals with complex issues of
definition, delivery, design and impact. context, with a particular view to Findings in this study indicate that
Through an approach of review improving impact and outcomes. institutions are convinced of their
and analysis, this report provides There is a tendency, currently, to talk value and relevance in providing
a mapping of existing activity; an more about the process and activity entrepreneurship training to the
analysis of trends and expectations; of developing entrepreneurs in youth of South Africa, but the data
and a series of recommendations relation to the definition as this is how also reveals that the current model
regarding future practice. people see entrepreneurship and how and approach is not fulfilling this
it is implemented. Entrepreneurship obligation. The need is great for
The study illustrates several key
is a loaded term, often associated Universities South Africa (USAf),
factors that must be addressed for
with Business Schools and more through EDHE, to work with external
future strategy and development of
readily connected to academic partners such as the British Council,
Entrepreneurship Development in
delivery which is problematic in its to provide the support and guidance
Higher Education (EDHE) in the higher
own right, as highlighted by the data needed to enable universities to
education institutions and among
presented. This study highlights the deliver on their objectives around
their partners. There is much scope
need to improve the socialisation entrepreneurship development. In
for increased clarity within the field
of entrepreneurship in the world; addition, there is a need for an in-
of entrepreneurship in South Africa
normalising the idea that the validity depth review of what is delivered,
in terms of institutional expectations;
of being a job creator is equal to that who is delivering it and the manner
measurement and impact; hosting
of being a job seeker. Traditionally, of delivery. In order to assess and
and activity; and indeed, the
jobs have been seen as the focus adapt this accordingly, the needs
definition and terminology itself.
and impact factors surrounding of students must be taken into
The EDHE Programme must
entrepreneurship, rather than the account in this ever-evolving sector.
position itself as the support unit for
encouragement of engagement. Herein lies the paradox. Universities
entrepreneurship in higher education,
A key finding of this research is the rely on tradition and history;
providing policy frameworks to build
positioning of entrepreneurship entrepreneurship needs disruption
successful university entrepreneurship
activity within an institution, as this and flux. Universities should be
engagement. EDHE should continue
has a direct impact on the level of incubators, however, and provide
looking for partners, such as the
visibility, credibility, support and both opportunity and access, with a
British Council, who align with
funding. There is considerable more practical approach than in the
their vision of championing the
evidence indicating that academic past. Traditionally, academia within
development of entrepreneurship in
entrepreneurship (bringing academia higher education is rooted in a strong
tertiary education. A key issue that
and private sector research and research tradition. To strengthen
arose in this project was the presence
development closer together through the entrepreneurial ecosystem,
of discrepancies in the interpretation
knowledge transfer) is doing well; universities need to increase their
of the findings which were often
however, as a function of degree focus on developing and supporting
unclear. Responses by individuals
delivery, particularly at undergraduate entrepreneurship action.
within the same institutions varied
within, and between the identified level and within the Business School As is evident in this report,
job types. This was highlighted in structure, there is more work to be entrepreneurship is a complex
the disparity between what was done to broaden the appeal and and evolving subject. It is also
reported externally by an institution, access of entrepreneurship across largely subjective, depending
and what was reported in the focus a university. This report highlights on where, and by whom, it is
groups and interviews. The study the value of having a central entity, delivered. The complexity of how
highlighted a lack of clarity and with accompanying senior champion entrepreneurship is delivered and
awareness throughout, pointing to to support the coordination and the learning that is being conveyed
2 NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORTensures that there is no simple Recommendations at a glance
solution; there is no silver bullet to
Audit of entrepreneurship entrepreneurship thinking
solve this issue.
development into curriculum design outside
This study highlights examples of traditional business faculties and
good practice that can be factored 1. Using an established and agreed
departments.
into subsequent strategic decision upon EDHE framework, universities
making. The aim of the benchmarking should commission an internal 8. EDHE should use its position
exercise undertaken was not to rank audit of their entrepreneurship in USAf as the representative
systems, but to build a picture of development activities. This organisation of universities in South
entrepreneurship policy and delivery should include outline staffing Africa to establish partnerships
in addition to identifying priority and funding received. It should with foundations (Tony Elumelu
areas that the Department of Higher evaluate effectiveness in order to Foundation, MasterCard
Education and Training (DHET) and increase communication within Foundation) and delivery partners
USAf can support institutions in the silos and present areas for (LinkedIn Learning, Get Smarter) to
addressing. A framework for future collaboration between academic strengthen the entrepreneurship
activity is recommended, but it staff and support professionals activities within the universities.
must take context and capacity into within the institution. 9. Through the Communities of
account. This is of particular relevance Practice, EDHE should encourage
in the South African case, given Creating an enabling environment
institutions to assess and explore
historic and economic disparity; and for an entrepreneurial university
their entrepreneurial culture
the fact that the perception of value 2. EDHE, in collaboration with abilities through the use of
and the location of each institution the EDHE Communities of the HE Innovate tool
plays a very specific role in its Practice, should work with (https://heinnovate.eu/en).
capacity and function. universities to appoint a ‘senior
management’ level champion Teaching and learning provision
for entrepreneurship to
10. USAf should design a skills
consolidate responsibility for
audit to assess the institutional
entrepreneurship development
development needs for
within their portfolio.
developing and implementing
3. The role of the EDHE the entrepreneurship agenda.
Communities of Practice within This can be an additional pillar for
institutions should be bolstered performance management through
to provide an internal support key performance indicators and
structure, as well a direct line to productivity units.
the ‘senior management’ level
11.The British Council should consider
champion.
expanding its support towards the
4. Universities should work with EDHE Programme by partnering
EDHE to create clear and widely with DHET and USAf to design
distributed strategies that specify and implement activities that seek
their institutional objectives in to build the capacity of emerging
entrepreneurship development. student entrepreneurs at South
5. Institutions should aim to have a African universities, thus making
dedicated, well-resourced team a meaningful contribution in the
with strategic oversight for graduate outcomes space.
entrepreneurship development 12. USAf should seek funds designed
activities. This means an allocation to support institutions to allow
of funds, job descriptions, titles staff to engage in non-conflicting
and objectives that align with entrepreneurial pursuits.
the universities’ positions on
entrepreneurship development. Funding specifically for
6. EDHE policy should look to entrepreneurship development
work with universities to create 13. DHET should work with
opportunities for students to government funding agencies
engage in entrepreneurship on like SEDA, SEFA and the
campus. NYDA to set aside funding for
entrepreneurship development
Curriculum design tied to an institution’s ability to
7. EDHE should work with the Council meet key performance indicators
on Higher Education to create as set out in the EDHE framework.
pedagogically suited Training This should be based on a
of Trainers programmes (by scale of engagement to avoid
general subject area) to integrate disadvantaging smaller institutions.
NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORT 3Introduction
This research project was This baseline study provides insight youth unemployment which has
co‑commissioned and co-funded by into the enabling entrepreneurship been attributed to unpredictability,
Universities South Africa (USAf) and ecosystem within the South uncertainty and instability
the British Council. African public higher education surrounding the country’s economy.
The two partners share sector and the existing practices Self-initiated job creation is thus
mutual objectives to support and activities currently under seen as key to alleviating youth
Entrepreneurship Development in way. Using the recommendations unemployment and improving the
Higher Education (EDHE) in South gathered, it creates a framework economy.
Africa. EDHE was established at that allows for the development
With the global emphasis on
the end of 2016 from within the of a National Policy Framework on
entrepreneurship, entrepreneurs are
University Education Branch of the Entrepreneurship Development in
increasingly becoming role models
Department of Higher Education South African Higher Education.
in society, and entrepreneurship as a
and Training (DHET) and has been All 26 public universities in the career choice has risen in popularity.
funded through the University country have been included in the The term has become part of
Capacity Development Programme study, albeit, with various levels of everyday language and is often
since 2018. EDHE is a movement engagement. These institutions, associated with economic growth
aimed at driving and supporting all of which are to be considered and, in socio-economic terms, the
entrepreneurship development in unique and functioning in diverse well-being of societies (Achampong,
universities and has continued to institutional, geographic, socio- Harber, Falk and Lee-Wolf, 2017;
grow in output and impact year-on- economic and political contexts, Kew, Herrington, Litovsky and Gale,
year. Entrepreneurship in its different are working in a landscape that 2013).
forms is now increasingly recognised is complex and at times volatile.
as a priority area by the public Data presented in this report are If entrepreneurship contributes to
universities, and most universities aggregated so as not to unfairly economic growth and employment,
are making good progress in rank institutions based on their then more youth should be
supporting student entrepreneurship, entrepreneurship provisions. The encouraged and trained to become
increasing the audience exposed aim of the study was to understand entrepreneurs. The studies that
to entrepreneurship through what entrepreneurship activity underpin this belief indicate that
teaching, learning and research, was taking place, where it sat entrepreneurship is generally
while repositioning themselves as within an institution, who had considered a positive opportunity
entrepreneurial institutions. strategic responsibility for it, how for youth, rather than simply a
entrepreneurship development means of escaping unemployment.
As the driver of this collaborative
activity was delivered and what Entrepreneurship can help alleviate
partnership, EDHE sought a baseline
challenges were being faced by socio-economic challenges through
study to assess the level, scope
those within the institution who were the promotion of business formation
and scale of entrepreneurship
engaging with it, in order to provide and self-employment as a viable
development in the 26 public
USAf and EDHE with data to build career option. It helps youth build
universities in South Africa. Set
policy to support entrepreneurship interpersonal skills, and non-cognitive
against a national backdrop which
development. skills such as perseverance and it
sees entrepreneurship development
motivates and empowers youth in
as being paramount to the growth
and development of the nation and Why entrepreneurship? other life circumstances, including
coping with poverty and adapting to
its youth population, this work and The growth and development of
adversity.
the activities surrounding it, are entrepreneurship ecosystems around
underpinned by EDHE’s objective the world is a well-researched The implementation of entrepreneurship
of developing the entrepreneurial topic. The drive behind its timely programmes has been recommended
capacity of universities, students, and imperative narrative, especially in national plans and strategies, as
academics and support professionals. in South Africa, is the increase in depicted in Table 1.
4 NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORTTable1: Summary of South Africa’s youth development policies (Yiannakaris, 2019)
The Department of Trade and
The National Development Plan
Policy Industry Youth Enterprise
2030 (NDP)
Development Strategy 2013–2023
2012 2013
Year
A strategy instrument intended to
The NDP is a detailed blueprint for how foster youth economic participation
South Africa can eliminate poverty and by deliberately enhancing youth
reduce inequality by the year 2030. entrepreneurship and accelerating the
It proposes that fertile conditions for growth of youth-owned and managed
Description entrepreneurship and career mobility enterprises. It aims to increase the number
will contribute significantly to uniting of self-employed youth from approximately
South Africa’s people and supports 6% to 20% by 2023, as well as increase
entrepreneurship as a youth development entrepreneurial culture, business managerial
strategy. capacities, technical skills and talents among
young people.
Introducing young people to a curriculum
on entrepreneurship at an earlier stage,
Introducing community-based programmes
particularly at the basic level of education.
Recommendations to offer young people life-skills and
A programme to raise awareness of
include entrepreneurship training.
entrepreneurship as the first option for
economic participation endeavours.
(National Planning Commission, 2012) (Department of Trade and Industry, 2013)
Source
Analysis and recommendations around current and future activity are best seen in light of the policy implications in
Table 1. There is a connection between driving forces, expectations and intended outcomes that should be given
attention and factored into future strategy discussions. While the data does not advocate a top-down approach that
controls all activity, there is certainly scope for a more cohesive and structured approach that would better support and
measure engagement and impact – with a further view to review and adaptation.
NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORT 5Literature Survey
Background Nature of entrepreneurship spirit, and culture; 27% associated
activity entrepreneurship education with new
In recent decades, scholars,
venture creation; and 24% associated
policy makers, and educators Existing literature suggests there is it with social contribution by helping
have shown increased interest great variation in entrepreneurship entrepreneurs to form and grow,
in the field of entrepreneurship. education programmes around the developing their capabilities and
Entrepreneurship is viewed as a world (Mwasalwiba 2010; Henry improving the tangible and practical
critical source of economic growth 2013; Fayolle and Gailly 2012; Maritz links between these capabilities and
in most countries, and its effects and Brown 2013), some of which social need.
are evident in terms of increased is naturally attributable to context.
innovation, competitiveness, wealth While most entrepreneurship Scholars generally agree there are
creation, productivity, job creation, programmes are offered by higher three types of entrepreneurship
and new-industry development education institutions (Maritz courses (Pittaway and Edwards
(Kuratko, Morris and Schindehutte and Brown 2013), various other 2012; Mwasalwiba 2010; Robinson,
2015; Kuratko 2005). Today, programmes are offered in training Neergaard, Tanggaard and Krueger
promoting entrepreneurship is a and development fields for non- 2016; Sirelkhatim and Gangi
key theme in government policies business and non-academic 2015). ‘About’ courses typically
and strategies around the world, audiences, and often for specific teach theories of entrepreneurship
aiming to stimulate economic groups such as women and and aim to increase awareness of
activity, increase employment immigrants. Mwasalwiba (2010) entrepreneurship and encourage
rates, and promote international argued that such variation was students to consider it as a career
competitiveness (Arshed, Carter mainly attributable to a lack of choice. ‘For’ courses aim to support
and Mason 2014; O’Connor 2013). consensus on key issues as well as students’ intentions to become
Along with policy makers’ efforts the conceptually fragmented state of entrepreneurs (Sirelkhatim and
to promote entrepreneurship, the field. Fayolle (2008) (as cited in Gangi 2015) by providing them
there has been significant growth Maritz and Brown, 2013), suggested with tools and skills (Mwasalwiba
in entrepreneurship education there was no common framework or 2010). Lastly, ‘through’ courses aim
programmes and courses in to help students acquire a range of
agreed-upon best practice regarding
universities (Fayolle and Gailly skills, competencies, and business
entrepreneurship education.
2012). This growth is fuelled by a understanding as they create new
belief that entrepreneurship, or Entrepreneurship education can help
ventures (Mwasalwiba 2010). While
at least some aspects of it, can realise a range of socio-economic
‘for’ and ‘through’ courses are
be learned via formal education goals. Therefore, its objectives
considered more effective than
and training (Valerio, Parton and are often expressed as broad
‘about’ courses, the latter is the
Robb 2014). economic, social, or pedagogical
most dominant in higher education
aims. Economic goals can include
Despite the worldwide proliferation institutions (Robinson et al. 2016).
creating new ventures and jobs;
of entrepreneurship education These classifications, based on course
social goals can include developing
programmes, there has been little objectives, affect the types of learning
an entrepreneurial ‘culture’; and
agreement on their objectives, outcomes educators seek (Pittaway
pedagogical goals can include
target audience, content, teaching and Edwards 2012). Here, a learning
educating potential entrepreneurs
methods, and assessment practices outcome is ‘a very specific statement
about entrepreneurship (Maritz
(Mwasalwiba 2010). This lack that describes exactly what a student
and Brown 2013). Reviewing
of consensus has been partially will be able to do in some measurable
50 entrepreneurship education
attributed to the multi-definitional way’ while an ‘objective’ is ‘a very
programmes, Hytti and O’Gorman
nature of entrepreneurship general statement about the larger
(2004) (as cited in Jones, Matlay,
(O’Connor 2013), which may give goals of the course or program’
and Maritz 2012) found that the
rise to differences in the quality (Hartel and Foegeding 2006).
majority of these programmes
and effectiveness of different
programmes. It has been suggested, were designed to help individuals
become entrepreneurs, followed
Nature of delivery
therefore, that the abovementioned
components need to be aligned. by programmes intended to help The literature on entrepreneurship
people understand entrepreneurs education generally emphasises
and become entrepreneurial in ‘learning by doing’ (Fayolle 2013)
their lives. In a similar review, over traditional teaching methods
Mwasalwiba (2010) estimated (Maritz and Brown 2013). While
that 34% of scholars believed that traditional approaches might be
entrepreneurship education aims to effective for presenting information
increase entrepreneurial attitudes, (Bennett 2006, as cited in Mwasalwiba
6 NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORT2010), experiential methods more South African context entrepreneurial ecosystem was
closely mirror the unpredictable weighed down by red tape, low
South Africa is the economic
nature of entrepreneurship and transfer research and development,
powerhouse of Africa, accounting for
expose students to broader lack of entrepreneurship education at
approximately 21% of the continent’s
possibilities (Maritz and Brown 2013), schools and poor cultural and social
$2.19 trillion GDP. In spite of its
thus teaching them how to deal with norms towards entrepreneurship.
developed economic infrastructure,
real-world problems (Pittaway and In its 2019 survey of global social
South Africa continues to experience
Cope 2007). entrepreneurship, the Thompson
severe income inequality. According
Many studies have suggested that to the national data agency, Statistics Reuters Foundation contacted
a research gap persists regarding South Africa, in 2015, 55.5% of the academics, social entrepreneurs,
assessment in entrepreneurship population lived below the poverty investors and policy-makers in
development programmes (Fayolle line with limited prospects of finding the 44 countries with the largest
2013; Duval-Couetil 2013; Maritz and employment (Statistics South Africa economies in the world, to assess
Brown 2013). Duval-Couetil (2013) website). At 63, South Africa’s GINI the level of social entrepreneurship
differentiated between ‘summative’ coefficient (a World Bank measure in each country. Using six key
assessment (measuring what students of statistical dispersion, representing indicators (government support;
know at a given point in time) and the income or wealth distribution ability to attract skilled staff;
‘formative’ assessment (giving of a nation’s residents, and used to public understanding of social
real-time feedback on students’ measure inequality), is the highest in entrepreneurship; the ability to make
performance to help adjust teaching the world. a living through entrepreneurship;
and learning). Summative methods In addition, the country is plagued the ability to grow momentum
include quizzes, tests, projects, and by high unemployment due to the of social entrepreneurship; and
course evaluations, while formative misalignment of the skills required by access to investment), the report
methods include observation, the economy and those possessed highlighted how accepting
questioning, peer and self- by the populace. The government these countries are to social
assessment, and early or mid-course has committed to fostering entrepreneurship. Canada topped
evaluations. Duval-Couetil (2013) also entrepreneurship to advance its the list, followed by Australia,
differentiated between ‘direct’ (tests, economic development and, in France and Belgium, while South
assignments, activities) and ‘indirect’ particular, job creation priorities. Africa came in 34th, advancing three
(surveys, interviews, focus groups) This is in recognition of the fact that places from the 2016 survey. The
methods. investment in the development of country summary emphasised that
Pittaway and Edwards (2012) found small businesses has been among it had become easier for social
that business plans and business the key ingredients of success for entrepreneurs to access grants,
reports followed by presentations many successful economies (Omidyar attract staff with the required skills
(i.e. skill-based ‘for’ courses) were Network, 2013). and make a living from their work in
the most common assessment types South Africa has a low rate of the last three years. The strongest
in entrepreneurship development entrepreneurial activity when point, and most telling of all, was
programmes. They also found that compared to the average for that social entrepreneurship was
traditional methods (tests, exams, efficiency-driven economies. Just reportedly gaining momentum in
essays) were less prevalent than 9.2% of adults were involved in the country, which bodes well for
expected given the dominance starting up a business in 2015, the aims and objectives of EDHE
of ‘about’ courses. This might compared to the average of 15% in and entrepreneurship activities
point to potential alignment issues efficiency-driven economies, while within universities.
between a course’s objectives/ 3.4% of adults were involved in In addition to the policies
learning outcomes and assessment running existing firms, against an aimed at youth development,
practices. Methods such as reflective average of 8% for efficiency-driven the South African Government
assessment, peer assessment, economies (GEM Report a). established the Department of
and interviews were the least Things are not completely Small Business Development in
prevalent. Pittaway and Edwards bleak in the country. The Global 2014. This department focuses
(2012) observed that ‘about’ Entrepreneurship Monitor (GEM) on enhanced support for small
entrepreneurship courses were reported that a high percentage of businesses and cooperatives, with
more likely to use tests, exams, and adults viewed entrepreneurship in an emphasis on programmes to
case studies, while business plans, a positive light – with 73.8% seeing advance entrepreneurship amongst
business reports, and presentations it as a good career choice and women, the youth, and people with
were more likely to be used in ‘for’ 76.1% as high status. The survey disabilities, in order to contribute to
and ‘through’ courses. In addition, data also highlighted that over a job creation and economic growth.
reflective assessment practices were quarter of entrepreneurs expected The department houses two major
more likely to be used in ‘through’ to create six or more jobs over the funding and support bodies, namely
courses since they are considered next five years. However, when the Small Enterprise Development
essential for experiential learning GEM compared South Africa to Agency (SEDA) and the Small
(Pittaway and Cope 2007). other countries, it noted that the Enterprise Finance Agency (SEFA).
NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORT 7The Aspen Network of Development Entrepreneurs (2019) mapped out the entrepreneurial ecosystem in South Africa illustrating a relatively high number of direct funders and capacity building agencies in the country. Funders identified include government agencies, fund management firms, venture capitalist and angel investors, as well as private equity funds and crowd sourcing organisations. Entrepreneurs also have access to a plethora of training and capacity building providers from government and corporate programmes through to ‘not for profit’ and ‘for profit’ trainers including academia, foundations and formal and informal networks. South Africa experiences a common problem here, however, namely that of access and location. There is, perhaps, a natural emphasis on activity within the urban environment and this could be to the disadvantage of the more rural population. While there are clearly initiatives in place to counterbalance this reality, it must be acknowledged that location and access play a key role in uptake, and therefore in impact. Indeed, this is a broader issue and one that is raised in the Findings section of this report on pages 32 to 38. 8 NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORT
Research Methodology
Approach activity takes place within the Surveys
national landscape, rather than at
With a view to supporting the The survey was created with the
an institution-specific level. The
development of a national policy help of the team at EDHE; the
data received, while valuable, was
framework, it was essential to British Council; Ms Charleen
inevitably incomplete and therefore
understand existing activity, Duncan (Director: UWC Centre for
a direct case-by-case based analysis
institutional capacity and appetite Entrepreneurship and Innovation,
would yield inconsistencies, driven by
for engagement, and was important University of the Western Cape);
data, rather than by actual practice.
to capture activity within institutions and Dr Poppet Pillay (Director,
and perception around the delivery of This research fully acknowledges the Centre for Social Entrepreneurship,
entrepreneurship development. diversity and unique nature of higher Durban University of Technology)
education in South Africa and has who serve as the Conveners of the
A mixed methods approach
adapted its approach accordingly. EDHE Community of Practice for
(quantitative and qualitative)
With an array of different types of Entrepreneurial Universities. The
assessed the scale and scope of
institutions, including research- survey was distributed to a list of over
entrepreneurship activities within the
public higher education institutions. intensive organisations, universities 700 people, compiled by Professor
This resulted in a map, on a of technology, as well as recently Susan Steinman in her initial research,
widespread scale, of types of activity, established universities, the South incorporating additional details from
levels of engagement and strategic African higher education landscape the EDHE database. Participants were
importance of entrepreneurship provides learning opportunities given the option of completing the
education at each university. The to cater for its diverse population. surveys electronically or on paper.
use of mixed methods allowed Entrepreneurship development
The survey email requests were
information to be analysed in multiple is diverse in its objectives and
staggered, starting in mid-July
ways. This approach allowed the methodology. This means that it
2019 with follow-up emails sent
ability to support the data collected could be very different in different
throughout August 2019 and into
through interviews, desktop research universities, because practical work
September 2019. The survey initially
and focus groups in order to generate methods may vary considerably
closed in early September 2019 with
a foundation for layered analysis and depending on the aims of the
136 respondents from all 26 public
critical recommendations. programme, course or support
universities. Low initial response
measures (Zaring, Gifford and
numbers meant there was a need for
Data collection McKelvey, 2019). Given each of the
a further push and extension of the
universities’ respective approaches,
The combination of the multiple data response deadline. Acknowledging
mandate and impact, often measured
points (quantitative and qualitative) both the nature of online data
by history, reputation and location
enabled triangulation of results collection and the decentralised
(institutions operate within their local
and depth of explanatory meaning. nature of the stakeholder base, data
context primarily, while being driven
Data collected was provided in a was cleaned to remove duplicate or
by an overarching sector agenda),
visual summary of key findings from defunct email addresses, reducing
this method was the most effective
across the country. The research the initial list from 700 to 547. The
way of looking at the data presented
team conducted a thorough analysis survey was then reopened, yielding
to meet the overall aims of the
of the varying data components an additional 64 responses before
baseline research project, which, in
and used this analysis to inform the finally closing at the start of October
turn, naturally ensures a diversity of
recommendations in this report. 2019. With a total of 200 completed
response and approach to issues and
responses out of a potential 547, this
The decision to use aggregated data agendas such as entrepreneurship.
reflects a 36% response rate, which
and report and analyse more broadly This report reflects this; it accounts
is within the expected boundaries of
was chosen over the case study for the varied approaches and
research of this nature.
approach in order to demonstrate encapsulates them within the series of
the extent to which entrepreneurship recommendations.
NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORT 9Table 2: Survey responses by institution
3 3 6 9
11 10 7 3
24 3 1 7
6 5 10 3
8 3 15 5
14 5 17
5 11 6
Number of Completed Responses by Institution
10 NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORTSample size and respondents 22 institutions being engaged in
Respondents were directed in one qualitative data collection. The focus
of two ways to the survey. Of the groups were invaluable in providing
total respondents, 99 identified as further and more in-depth detail to
academics (professor, lecturer, training accompany the survey data. The
delivery, dean) while 73 respondents qualitative data gathered highlighted
identified as support professionals issues that were shared across a
(administrator, manager, director). number of institutions and added
The remaining 28 respondents self- context to the survey responses, also
identified in various ways and were allowing participants to learn more
directed to respond to the questions about what was going on in their
set for support professionals. There regions and in some cases within their
were some respondents who (by own university environment.
virtue of their job titles) misidentified
their job type, which led them to Challenges of the approach
respond to the questions designed There are inherent challenges in
for support professionals. Some using a mixed methods approach.
respondents were both in academic One such issue was the presence of
and support professional roles. discrepancies in the interpretation of
the findings, which were often unclear.
Interviews and focus groups Responses by individuals within the
Initially, it was suggested that focus same institution varied within and
groups be held concurrently with between identified job types. This
the regional rounds of the National was highlighted in disparities between
Entrepreneurship Intervarsity what was reported externally by some
Competition. The first attempt at this institutions and what was reported in
at the Eastern Cape regional round the focus groups and interviews.
proved ineffective, as participants As the responsibility for
were often required elsewhere during entrepreneurship development in
the event, making it difficult to fully most universities is shared across
complete the focus group in the time a number of individuals (some of
allotted. The remaining questions whom deliver content and others
were asked by email, phone and who support entrepreneurship
interview. While only a small and development), there were
manageable number of people ambiguities, conflicts, discrepancies
attended each of the focus groups, and overlaps in the self-recorded
it was a highly effective method responses and qualitative data
of collecting qualitative data and gathered in focus groups, interviews
building the connections between and from desktop research. This
participants and their fundamental was highly indicative of (and heavily
understanding of key issues. Much of reflected in) the siloed model of
what was said in the group meetings entrepreneurship development within
corresponds with the responses seen these higher education institutions.
in the initial review of the survey data. This underlined two major findings,
The evaluation team conducted firstly a lack of coordination regarding
focus groups in the Eastern Cape (7 entrepreneurship development
participants), Pretoria (3 participants), within universities and secondly
Johannesburg (3 participants), that individuals delivering these
KwaZulu-Natal (5 participants) and programmes or activities were siloed
Western Cape (7 participants). These and not privy to the full picture within
focus groups represented 14 of the their institutions. There was, however,
26 institutions. Where focus groups one institution where this was not the
were not able to take place, phone case, owing perhaps to the fact that it
interviews were conducted with 10 is a new university and was still in the
participants, leading to a total of process of coordinating its offering.
NATIONAL UNIVERSITY ENTREPRENEURSHIP ECOSYSTEM BASELINE REPORT 11Interpretation of Data
and Research Outcomes
As previously mentioned, data was The project team reviewed and
collected using both quantitative critically analysed the qualitative and
and qualitative approaches. The quantitative data against the initial
quantitative data was used to form project aims, with a view to providing
the baseline and foundation for a explanations for the development
mapping exercise which identified of recommendations. The purpose
activity, processes and the relevance of this research was not only to map
and implementation of strategies current levels of entrepreneurship
within the institutions. Where activity, but to ground these within
questions solicited a personal context, expectations and capacity. In
response, these were reported based this regard, the project was guided by
on self-selected job types, namely the following key questions and areas
academic staff (professor, dean, of interest:
lecturer, trainer/service provider) or
professional services (administrator
or manager) within the survey. This
data was presented in aggregate, Types of activity already in place
both to protect the anonymity of (what is taking place; where does it
the individual institutions, at their sit within the institutional structure?)
request in some cases, and to provide
sufficient data to develop patterns
and understanding. The raw data was
provided in the form of appendices The mechanisms/processes by which entrepreneurship
for full transparency and more is delivered at institutions (illustrating instances of good
detailed reference and was made practice and providing information around opportunities
available to the contracting entities. and challenges; role of stakeholders and their level of
engagement with higher education institutions)
The extent to which entrepreneurship activity features
in institutional strategic plans, policies and regulations
(thereby highlighting levels of commitment;
transparency; communication)
How entrepreneurship activity is coordinated
internally across institutions (indicating a locus of
control with potential implications for strategy)
Effectiveness of entrepreneurship activities (education
and training) delivery (understanding of measurement
tools in place to record and determine impact and
success; exploration of the challenges/barriers in place)
Institutional culture of support (how are students
encouraged to engage, what internal processes
are in place and are they student focused?)
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