Experiential Pedagogy, Entrepreneurial Intentions and Students’ Entrepreneurial Behaviour: The Moderating Role of Entrepreneurial Experience

Abstract

This study examined the effects of experiential pedagogy and entrepreneurial intention on entrepreneurial behaviour among students at the University of Cape Coast, with a focus on the moderating role of entrepreneurial experience in the relationship between experiential pedagogy and entrepreneurial behaviour. Using a stratified random sampling technique, data were collected from 298 respondents through a survey and analysed using PLS-SEM. The results indicated a statistically significant positive effect of experiential pedagogy on entrepreneurial behaviour. Additionally, experiential pedagogy had a significant positive effect on entrepreneurial intention, which, in turn, positively influenced entrepreneurial behaviour. However, entrepreneurial experience did not have a significant effect on entrepreneurial intention, nor did it moderate the relationship between experiential pedagogy and entrepreneurial behaviour. Based on these findings, it is recommended that universities provide students with more opportunities to gain practical entrepreneurial experience through internships, projects, and startup competitions to enhance their entrepreneurial development.