BRIDGING THE CHASM: AN INTEGRATED FRAMEWORK FOR ENTREPRENEURSHIP EDUCATION IN NIGERIA

Abstract

Entrepreneurship education is expected to equip Nigerian university students with the capabilities required for venture creation, yet concerns persist that its delivery remains more theoretical than practical. This study examined the theory-practice gap in entrepreneurship education and developed an integrated, context-sensitive framework for improving programme delivery. A descriptive cross-sectional survey was conducted using a researcher-developed questionnaire. The revised analysis was presented for 123 undergraduate and postgraduate respondents from selected Nigerian universities. Data were analysed using frequencies and percentages. The findings showed that 56.9% of respondents perceived their courses as theory-oriented, while 69.9% reported that a substantial part of assessment was based on a full business plan. Experiential practices were less consistent: 44.7% had conducted customer interviews, 51.2% had built a prototype or minimum viable product, and 52.0% had repeatedly used the Business Model Canvas. Nevertheless, 81.3% reported increased entrepreneurial self-efficacy, 62.6% expressed an intention to start a business after graduation, and 60.2% perceived that they had acquired practical skills relevant to Nigeria. The most prominent environmental constraints were limited access to start-up finance (82.1%), unreliable electricity and infrastructure (63.4%), and complex regulation and bureaucracy (54.5%). The study concludes that entrepreneurship education builds confidence and intention but does not yet provide sufficiently consistent experiential preparation. It recommends curriculum redesign around customer discovery, prototyping, reflective learning, practitioner engagement, ecosystem partnerships, and targeted institutional support.