Aspiring entrepreneurs from all backgrounds can start businesses if they cultivate 14 Entrepreneurial Competencies (ECs). Teaching entrepreneurship differently becomes essential because the study argues that traditional methods no longer match South Africa’s diverse learning needs. This is the key finding of a seven-year joint academic study.
The research sought ways to increase business start-ups in a highly diverse society. Titled South Africa’s Entrepreneurial Competency Framework, the study presents a toolkit that highlights the most valuable competencies aspiring entrepreneurs need at different levels. It also outlines the most effective teaching strategies within South Africa. Teaching entrepreneurship differently sits at the centre of this framework.
We joined forces to answer two questions. We asked, “Which entrepreneurial competencies should be developed?” We also asked, “How can these entrepreneurial competencies be enhanced?” The study positions teaching entrepreneurship differently as the only sustainable way to answer these questions in a diverse country.
The research findings
South Africa’s Entrepreneurial Competency Framework showcases the creation and validation of distinctive entrepreneurial competency frameworks and pedagogies tailored for school children, university students and entrepreneurs. The research unfolded in seven phases over seven years.
In Phase One, we reviewed entrepreneurial frameworks from around the world. We analysed more than 200 academic and industry sources, including material on the Fourth Industrial Revolution. We identified 16 common frameworks.
In Phase Two, we surveyed 1,150 local entrepreneurs. We extracted 228 entrepreneurial competencies from the 16 models. After workshops and expert discussions, we refined the list to 19 key competencies. This refinement process reinforced why teaching entrepreneurship differently must guide curriculum and programme design.
In Phase Three, we conducted statistical tests. We found that different competencies matter before and during the entrepreneurial journey. Accordingly, we found that taking successful action as an entrepreneur involved six key competencies: opportunity assessment, innovation, calculated risk-taking, having a growth mindset, displaying leadership and possessing self-efficacy.
In Phase Four, workshops with entrepreneurs and experts produced a short list of 14 key competencies. During Phase Five, extensive research identified four teaching method categories that support the development of these competencies. These include idea, opportunity and product development exercises; role-play and simulations; business canvas development; and internships in real business start-ups.
These methods strengthen the case for teaching entrepreneurship differently so that learners gain applied, not theoretical, insight.
14 key entrepreneurial competencies
- Action orientation.
- Autonomy (Locus of control).
- Calculated risk-taking.
- Curiosity.
- Growth mindset.
- Innovation.
- Leadership.
- Opportunity recognition.
- Opportunity assessment.
- Problem-solving.
- Resilience.
- Self-efficacy.
- Value creation.
- Values-driven.
For Phase Five, the research reviewed both international and South African literature. We analysed content and used mixed research methods to identify the best ways to teach and develop the 14 competencies for different populations.
In Phase Six, the researchers analysed demographic profiles to see who might possess the most entrepreneurial competencies. One insight cut across all groups. Those individuals who possess a growth mindset emerged as the most likely to start businesses. This finding further confirms that teaching entrepreneurship differently must begin with mindset-oriented development.
The final phase of the research addressed the lack of a “valid and reliable way to measure entrepreneurial competencies in South Africa or Africa”. To solve this challenge, we partnered with Professor Alewyn Nel, an industrial psychologist from UP’s Human Resource Management Department. Together, we created a measurement tool tailored to adults, university students and high school learners. This tool supports evidence-based decisions about teaching entrepreneurship differently.
Taking diversity into account in entrepreneurship
What became clear from our work is that many entrepreneurship education programmes take a generic approach when developing entrepreneurial competencies. They often fail to consider individual learning styles. These programmes still use a one-size-fits-all method.
Teaching entrepreneurship differently offers a pathway to more personalised, effective learning.
In South Africa, a diverse country with people from many backgrounds, this lack of personalisation is a growing concern. Programmes need to address the unique needs and characteristics of different groups. They also need to be interactive and practical.
In conclusion
The research showed that improving one entrepreneurial competency can help improve others, as they are often interconnected.
Through this extensive entrepreneurial competency research, we invite everyone to envision a South Africa where each entrepreneur – whether budding, emerging or established – develops competencies aligned to their individual profiles and journeys.
We envision a South Africa where we no longer adopt a blanket approach. Instead, we celebrate and nurture a unique South African entrepreneurial competency framework. This framework ignites entrepreneurial competencies within each entrepreneur. Most importantly, it ensures that we keep teaching entrepreneurship differently so that our learning approaches match the needs of a dynamic, diverse society.
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| Carl Herman | Head | Impact Assurance | Allan Gray Orbis Foundation | mail me | | Professor Melodi Botha | Specialist | Entrepreneurship Education and Development | University of Pretoria (UP) | mail me | |
