Abstract:

Introduction:
The burgeoning interest in entrepreneurship as a driver of socio-economic development has spurred higher education institutions globally to incorporate entrepreneurship education into their curricula. The shift towards open distance e-learning (ODeL) has broadened access to higher education, reaching diverse student populations. However, the unique characteristics of ODeL students, such as their self-directed learning styles, limited face-to-face interaction with instructors and peers, and reliance on technology-mediated communication, may affect their entrepreneurial intentions and the effectiveness of entrepreneurship education interventions. This study aims to determine students’ entrepreneurial intentions, investigate their interests and awareness of entrepreneurial support services offered by an ODeL institution and the impact thereof.

Methods:
This study used a descriptive survey design and a census sampling approach, targeting the overall registered student population of 387 357. Only 1 102 students consented to participate in the survey. Data were collected online from a Qualtrics platform using a self-administered questionnaire. The Information and Communication Technology department assisted with distributing the survey link. Descriptive analysis was performed, followed by a binary logistic regression to identify significant predictors of the outcome.

Results:
In terms of personal attitude towards entrepreneurship, 75,4% perceived entrepreneurship as offering more advantages than disadvantages, and approximately 90,0% would start a business if given the opportunity and resources. The study revealed subjective norms regarding entrepreneurship, with 82,6% agreeing that their close family would support their decision to start a business. Regarding preparedness, 76,2% agreed they were ready to create a viable business as entrepreneurs. On readiness, 75,5% strongly agreed and agreed that they were willing to do anything to succeed, and 82,2% had seriously considered starting a business. Despite this, only 17,8% conducted market analysis to understand demand, target audience, and competition, and 85,8% were unaware of entrepreneurial support services within the institution. A binary logistic regression was conducted examining whether students’ entrepreneurial intention could be predicted by three psychological factors: personal attitude toward entrepreneurship, perceived social norms, and perceived behavioural control. The overall model was statistically non-significant, χ²(3) = 5.26, p = .154, indicating that the combination of psychological predictors did not reliably distinguish between students who did and did not express entrepreneurial intentions. The model explained approximately 11.6% of the variance in entrepreneurial intention (Nagelkerke R² = .116) and correctly classified 69.1% of cases.

Conclusion:
While findings reveal a strong interest in entrepreneurship among ODeL students, this interest does not translate into engagement in entrepreneurship education or efforts to initiate entrepreneurial activities within the context of this study. This suggests a disconnect between awareness, intention, and actual entrepreneurial behaviour. Nevertheless, the small, self-selected sample limits the generalisability of the results and may have introduced selection bias. Therefore, further studies in the ODeL context are required to determine which factors consistently predict entrepreneurial behaviour.

Keywords:

Open distance e-Learning, Entrepreneurial education, Entrepreneurial intention, Entrepreneurial behaviour.