Entrepreneurship a Misguided Quest: A Higher Education Review

Following a successful integration of entrepreneurship into the content-based curricula and eventual significant growth Asian economy, Uganda, through its universities joined movement. The intention was to boost Uganda’s economy level generating sufficient jobs, increased incomes, improved goods services. While this is truism, effectiveness intervention still undergoing empirical testing. This study delved strategy while using Kampala International University (KIU) Nkumba (NKU) as samples. Utilizing mixed-method explanatory sequential design, numerical data were collected first from 74 undergraduates, followed by interviews with 10 key informants. Results indicated that teaching methods significantly positively affected students’ intended learning outcomes (ILOs) in since p. value (≤ 0.001) below margin error (0.05) which minimum probability required declare statistical significance. But three parameters X, lecture method did not statistically impact achievement ILOs (Sig = 0.489 > 0.05). In addition, although interview responses recognised importance balanced curriculum predicting ILOs, indicate any significance (adjusted r2 0.254). Lastly, teacher quality part predictor variables had positive on 0.452), but sub-variables quality, content mastery professionalism weak (Sig. 0.148 0.05 & Sig. 0.093