Determination of Entrepreneurial Intentions among STEM and Non-STEM Students in Nigerian Tertiary Institutions | Chapter 10 | Selected Topics in Humanities and Social Sciences Vol. 6

This article is divided into sections that cover entrepreneurship and entrepreneurial education, the makeup of STEM and NON-STEM courses, STEM education, and students' desire to participate in entrepreneurship in these two areas. In recent years, the academic literature on entrepreneurship has increased considerably, establishing itself as a significant and current area of study in academia for producing jobs and wealth to solve the problem of unemployment and poverty in emerging nations. According to previous studies, such measures are important for recovering the economy of rising nations that have been devastated. As a result, developing-country education curricula have been changed to include entrepreneurial instruction. On the other hand, students' engagement in entrepreneurship based on STEM and non-STEM themes vary. While most studies have focused on entrepreneurship and the opportunities it provides for students and society as a whole, the desire of students to engage in entrepreneurship based on STEM and non-STEM courses in Nigeria may not have been sufficiently addressed in academia. The goal of this work is to correct this information gap. The research used content analysis as its technique and gathered data from secondary sources. The study looked at entrepreneurship and entrepreneurial intent, as well as STEM and non-STEM courses and education, as well as students' intents to engage in them. In its conclusion, the research claimed that in a depressed economy like Nigeria's, students' aspirations to engage in entrepreneurial activities might result in good consequences in terms of employment and wealth generation. However, the study believes that if students' potentials are rooted in their involvement with entrepreneurship, both STEM and non-STEM, they would obtain a superior result.

Author (S) Details

Dare Ojo, Omonijo
Department of Sociology, Faculty of Social Sciences, Olabisi Onabanjo University, Ago-Iwoye, Nigeria.

Chiamaka Ogechukwu, Joe-Akunne
Department of Psychology, Nnamdi Azikiwe University, Awka, Nigeria.

Michael C. Anyaegbunam

Department of Psychology, Nnamdi Azikiwe University, Awka, Nigeria.

Chiamaka Ogechukwu, Joe-Akunne
Department of Psychology, Nnamdi Azikiwe University, Awka, Nigeria.

Collins Ifeanacho Nnaebue
Department of Psychology, Nnamdi Azikiwe University, Awka, Nigeria.

Rachael Amaka, Okafor
Department of Psychology, Nnamdi Azikiwe University, Awka, Nigeria.

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