Forbes Makudza
3 Publications in AERD
Author Publications
Export PDFDriving entrepreneurship through gender-moderated entrepreneurial mindset among tertiary students
By Forbes Makudza
Amid an influx of unemployed graduates who are offloaded by tertiary institutions annually, this study sought to promote job creation through entrepreneurial practices. The study criticises the notion that only tertiary education is enough for economic prosperity for both male and female tertiary students. A framework of the determinants of entrepreneurial mindset development was examined in which four determinants were analysed, namely entrepreneurial education, culture, individual and facilitating conditions. The moderating effect of gender on entrepreneurial mindset development was also tested whilst the direct link between entrepreneurial mindset and entrepreneurship was analysed. Data were collected from 378 students from universities in Zimbabwe using a structured questionnaire. A causal research design was applied in testing the interlinks. Data for the study were analysed using the Structural Equation Modelling (SEM) technique whilst the moderating effect of gender was analysed using the Hayes Process Macro procedure. The study validated that employment creation is attainable through entrepreneurship, which is driven by an entrepreneurial mindset. However, only entrepreneurial education, culture and individual determinants recorded significant effects on the entrepreneurial mindset. Consequently, the study found that gender stereotype is still rife within the entrepreneurship arena and cultural determinants and gender roles influence females' uptake of entrepreneurial roles. Thus, a cultural, psychological and education shift was recommended towards employment creation.
Evaluating the impact of quality antecedents on university students' e-learning continuance intentions: A post COVID-19 perspective
By Phillip Dangaiso
The COVID-19 pandemic forced service providers to resort to online servicescapes across diverse industries globally. However, with the epidemic curve flattening in most parts of the world and the pandemic showing indications to phasing out, educational institutions are now operating on the continuum between blended e-learning and full-scale e-learning services. The purpose of this study was to examine the impact of e-learning quality antecedents on university students' e-learning continuance intentions in Zimbabwe post the COVID-19 pandemic. The study adopted a causal research design within the positivism research paradigm. The study population were undergraduate students using e-learning at three universities in Zimbabwe. A random sampling procedure was employed to collect data. A quantitative approach validated 311 responses using covariance-based Structural Equation Modelling (SEM) in SPSS AMOS. The study revealed positive and statistically significant relationships between three quality factors (system quality, instructor quality and information quality) and students' e-learning continuance intentions (p < 0.001). However, the impact of support service quality on e-learning continuance intentions was not statistically significant. The paper flags the key roles of instructor quality, information quality and system quality as key determinants of students' willingness to continue using e-learning systems in a post COVID-19 era. Universities were urged to design e-learning systems that engulf state of the art communication technology attributes to ensure robustness, flexibility, speed, security, visual appeal, compatibility, availability and user-friendliness. The study also recommends periodical reviews to motivation, resourcing, training and development strategies for e-learning instructors to enhance their delivery during e-learning service encounters.
Modelling perceived e-learning service quality, student satisfaction and loyalty. A higher education perspective
By Phillip Dangaiso
Blended e-learning has become a common phenomenon in higher education globally. Most affluent economies embraced e-learning by design through strategic moves to augment their competitiveness. However, in most emerging economies, e-learning implementation was impulsively reactive to the Covid-19's demands. Thus, the study examined the impact of perceived e-learning service quality on students' satisfaction and loyalty in a developing country. The expectation-confirmation thty -35eory informs the development of the conceptual framework. A causal research design enshrined in the positivism research philosophy was adopted. The research population was made up of students enrolled in public and private universities in Zimbabwe. Data was collected through person-administered survey and a stratified sample of 354 students was obtained. The results from structural equation modelling (SEM) revealed significant positive relationships between perceived e-learning service quality dimensions and e-learning student satisfaction. It was also reflected that student satisfaction positively affected student loyalty with e-learning (P < 0.05). It was therefore concluded that system quality, information quality and service quality significantly influence student satisfaction and loyalty with e-learning. The study thus recommended that the higher education industry should design e-learning systems that enhance easy access, easy navigation and user flexibility.
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