Edopkolor, James Edomwonyi

2 Publications in AERD

Author Publications

Work placement learning and student employability: Do student satisfaction, commitment and achievement matter?

By Otache, Innocent

While the extant literature generally suggests a positive relationship between work placement learning (WPL) and student employability, the mechanisms underlying this relationship remain unclear and under-researched. Against this background, this study draws on insights from experiential learning and self-determination theories to explore the mediating effects of student satisfaction, commitment and achievement on the relationship between WPL and student employability. The study adopted a quantitative approach, gathering data from 294 students in two public higher education institutions (HEIs) in Nigeria using a structured questionnaire. A serial mediation analysis was performed to test the study hypotheses. The results show that WPL is positively associated with student satisfaction, commitment, achievement and employability. The results also indicate that student satisfaction, commitment and achievement have strong positive impacts on student employability. Further analysis reveals that student satisfaction, commitment and achievement individually and sequentially mediate the relationship between WPL and student employability. This research demonstrates that student satisfaction, commitment and achievement help to maximize the positive impact of WPL on employability. The findings offer policy and practical implications for HEIs, policymakers, students and industry.

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A serial mediation model of the relationship between entrepreneurial education, orientation, motivation and intentions

By Otache, Innocent

This study draws on insights from the theory of planned behaviour and social cognitive career theory to explore the impact of entrepreneurship education (EE) on undergraduate students' entrepreneurial orientation, motivation and intentions. More specifically, the objective of this study is twofold: one, to ascertain whether undergraduate students' entrepreneurial orientation, motivation and intentions would increase significantly after their exposure to EE; and two, to determine whether individual entrepreneurial orientation (IE0) and entrepreneurial motivation (EM) serially mediate the link between EE and entrepreneurial intentions (EIs). To analyse the data collected from a randomly selected sample of 217 students in three public higher education institutions, repeated-measures t-test and serial mediation analysis were performed. The results of the repeated-measures t-test indicated that the students' entrepreneurial orientation, motivation and intentions increased significantly after their exposure to EE. Likewise, the results of the serial mediation analysis showed that IE0 and EM independently and serially mediated the EE-EIs relationship. The findings further clarify the EE-EIs relationship and offer some insightful implications for EE curriculum developers and governments. This study makes significant contributions to the literature on EE and EIs.

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