Contextual factors influencing entrepreneurship education at a South African University of Technology

Background: Entrepreneurship education (EE) occupies a particularly critical space in the development strategies of emerging market countries where entrepreneurs and small businesses are required to drive economic growth job creation. In South Africa, universities technology (UoT), which provide vocation-focussed tertiary education, considered vital vehicles EE. Aim: Institutions educators challenged by limited research around EE content pedagogy, outside business school context. This study seeks address these gaps within African context examining courses at UoT. Setting: examined 14 entrepreneurship offered across 11 disciplines one Methods: A qualitative consisting semi-structured interviews with 10 was conducted explore how they design deliver their courses. Results: The found three contextual factors that influence way courses: (1) needs student: systemic nature experiences, (2) quality teaching materials: relevance content, (3) background educators: experience industry. Conclusion: key factors, this highlights challenges locally higher institutions face designing effective promoting locally. It also showcases prominent role play solving problems, addressing challenges, ensuring contributes broader agenda bringing own passion, educational expertise, practical knowledge classroom.