Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7, 1879-1892 2025 Publisher: Learning Gate DOI: 10.55214/2576-8484.v9i7.9032 © 2025 by the authors; licensee Learning Gate © 2025 by the authors; licensee Learning Gate History: Received: 15 May 2025; Revised: 24 June 2025; Accepted: 1 July 2025; Published: 23 July 2025 * Correspondence: anosc@dut.ac.za Navigating the entrepreneurial landscape: Barriers encountered by students at the Innobiz DUT centre for entrepreneurship and innovation Anos Chitamba1, Gift Mugano2, Sizwe Mbona3, Norman Chitamba4 1Faculty of Management Sciences, Durban University of Technology, South Africa; anosc@dut.ac.za (A.C.). 2Centre for African Governance and Development, Durban University of Technology, South Africa; giftm1@dut.ac.za (G.M.). 3Faculty of Applied Sciences, Durban University of Technology, South Africa; sizwem@dut.ac.za (S.M.). 4Faculty of Education, Governance, Theology and Leadership, Zimbabwe Ezekiel Guti University, South Africa; nchitamba@staff.zegu.ac.zw (N.C.). Abstract: This study examines the obstacles faced by student entrepreneurs at the Innobiz DUT Centre for Entrepreneurship and Innovation, located at Durban University of Technology (DUT) in South Africa. Utilizing the Resource-Based View (RBV) framework, the research identifies key resource limitations—including financial, human, technological, and social factors—that significantly hinder entrepreneurial development. A quantitative survey of 76 student entrepreneurs highlights institutional and socio-economic challenges, such as restricted access to funding, mentorship, infrastructure, and networking opportunities. Additionally, psychological and academic barriers, including fear of failure and time management issues, further impede entrepreneurial participation. The findings emphasize the importance of implementing inclusive, context-specific strategies that address structural inequalities, promote experiential learning, and support student-led innovation. Recommendations include improving resource accessibility, integrating entrepreneurship education into academic programs, and strengthening institutional support systems to foster a sustainable entrepreneurial ecosystem within the university. Keywords: Durban university of technology (DUT), Entrepreneurial barriers, Resource-based view (RBV), Student entrepreneurship, University-based ecosystems. 1. Introduction Entrepreneurship is widely acknowledged as a vital engine for economic growth, innovation, and job creation, particularly in developing economies. Within higher education institutions (HEIs), the incorporation of entrepreneurship education has gained considerable attention as a means of preparing students with the necessary knowledge, skills, and mindset to effectively navigate the challenges of a competitive global market [1]. The innobiz DUT Centre for Entrepreneurship and Innovation at Durban University of Technology has emerged as a key initiative in nurturing entrepreneurial talent among students. Nonetheless, despite its commendable objectives, student entrepreneurs at the Innobiz DUT Centre for Entrepreneurship and Innovation encounter numerous barriers that impede their entrepreneurial efforts, including resource limitations, institutional challenges, and socio-economic constraints. The realm of student entrepreneurship is characterized by a complex interaction of opportunities and challenges. Although the emergence of entrepreneurial ecosystems within universities has created new pathways for aspiring entrepreneurs, the journey continues to be marked by significant obstacles. These barriers are often manifested as structural, financial, and experiential limitations that hinder students from fully utilizing the resources and opportunities [2]. Gaining insight into these barriers is https://orcid.org/0000-0001-9409-296X https://orcid.org/0000-0002-9392-6173 1880 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 1879-1892, 2025 DOI: 10.55214/2576-8484.v9i7.9032 © 2025 by the authors; licensee Learning Gate essential for optimizing the impact of entrepreneurial centers and ensuring they effectively meet the varying needs of student entrepreneurs. University-based entrepreneurial ecosystems have become a crucial aspect of contemporary higher education, particularly in fostering innovation and economic development. These ecosystems are designed to nurture entrepreneurial mindsets and facilitate the journey from idea conception to business establishment. The Innobiz DUT Centre for Entrepreneurship and Innovation exemplifies this vision by providing a structured environment where students can access training programs, mentorship, and funding opportunities. However, the effectiveness of these ecosystems greatly relies on their ability to address the contextual and institutional barriers faced by students. Entrepreneurial ecosystems are not without their challenges. Research indicates that the success of these systems is often contingent upon their integration within the broader institutional framework, which includes academic curricula, administrative policies, and external partnerships [3]. For the Innobiz DUT Centre for Entrepreneurship and Innovation, this integration is particularly crucial, considering the diverse socio-economic backgrounds of its student body. While the center's programs strive to bridge the gap between academic knowledge and practical entrepreneurial experience, ongoing barriers continue to undermine the realization of its full potential. The South African entrepreneurial landscape presents distinct challenges that influence the experiences of student entrepreneurs. With youth unemployment exceeding 40%, entrepreneurship is increasingly perceived as a viable avenue for economic empowerment and job creation [4]. However, the socio-economic conditions that drive the need for entrepreneurial initiatives also introduce formidable barriers. Limited access to capital, insufficient infrastructure, and systemic inequalities are among the factors that impede entrepreneurial activities in the country [5]. For student entrepreneurs at the Innobiz DUT Centre for Entrepreneurship and Innovation, these challenges are exacerbated by the dual pressures of academic commitments and the complexities of developing a business. The historical and economic context of South Africa further intensifies these obstacles. The legacy of apartheid has left enduring effects on access to resources, education, and opportunities, disproportionately impacting marginalized communities. For many students at DUT, entrepreneurship is not simply an aspiration, but a necessity compelled by socio-economic realities. However, the structural inequalities inherent in the broader economic system often hinder their ability to succeed as entrepreneurs, even with the support of initiatives like the DUT Centre for Entrepreneurship and Innovation. Within HEIs, institutional barriers significantly influence the entrepreneurial journey of students. The transition from academic learning to entrepreneurial practice is frequently obstructed by a lack of alignment between curricula and the practical requirements of business creation. Although the Innobiz DUT Centre for Entrepreneurship and Innovation offers targeted programs to bridge this divide, resource constraints remain a notable challenge. Limited access to seed funding, inadequate workspaces, and insufficient technological tools are among the barriers that hinder the progress of student entrepreneurs. Additionally, the institutional culture within universities can either foster or inhibit entrepreneurial activities. Research underscores the importance of cultivating an entrepreneurial culture that promotes risk-taking, innovation, and collaboration [6]. At DUT, efforts to nurture such a culture must navigate traditional academic frameworks that often prioritize theoretical knowledge over experiential learning. The effectiveness of the Innobiz DUT Centre for Entrepreneurship and Innovation in addressing these institutional barriers is contingent upon its ability to foster a supportive environment that integrates entrepreneurship into the wider academic and administrative landscape. 1.1. Theoretical Perspectives- Resource-Based View (RBV) The Resource-Based View (RBV) serves as a strategic management framework that underscores the significance of resources in achieving competitive advantage [7]. When applied to the entrepreneurial challenges encountered by students at the Innobiz DUT Centre for Entrepreneurship and Innovation, 1881 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 1879-1892, 2025 DOI: 10.55214/2576-8484.v9i7.9032 © 2025 by the authors; licensee Learning Gate RBV offers a comprehensive perspective on how the availability, access, and utilization of resources influence entrepreneurial success. This section explores the alignment of RBV with the barriers faced by students and provides insights into strategies for overcoming these challenges. 1.2. Core Concept of the Resource-Based View RBV focuses on the critical nature of resources that meet the criteria of being valuable, rare, inimitable, and non-substitutable (VRIN) [8]. These resources, whether tangible or intangible, provide a competitive edge that assists organizations or individuals in achieving their objectives. For student entrepreneurs at the Innobiz DUT Centre for Entrepreneurship and Innovation, access to such resources—including funding, mentorship, technological tools, and knowledge—is essential for their ability to innovate, compete, and sustain their ventures. RBV emphasizes that the strategic management of resources significantly enhances the probability of success within entrepreneurial environments [9]. 1.3. Barriers Related to Resource Constraints A key correlation between the Resource-Based View (RBV) and student entrepreneurship is the recognition of resource constraints as substantial barriers to success [10]. At the Innobiz DUT Centre for Entrepreneurship and Innovation, students often face challenges related to financial, human, technological, and social capital, all of which are critical for entrepreneurial success. Financial resources are fundamental for launching and sustaining entrepreneurial ventures. Access to startup capital is crucial, yet many students struggle to secure funding through grants or other investment opportunities [11]. According to RBV, financial resources are highly valuable and provide a competitive advantage in entrepreneurship [12]. Without adequate funding, students at the Innobiz DUT Centre for Entrepreneurship and Innovation may find it difficult to transform their ideas into viable businesses. In addition to financial constraints, human capital plays a significant role in entrepreneurial success. Many students lack specialized skills, industry knowledge, and experience, which are essential for innovation and problem-solving [13]. RBV highlights human capital as an intangible yet indispensable resource that fosters creativity and competitive advantage [14]. Without access to training and mentorship, students may struggle to navigate the complexities of entrepreneurship. Technological resources are another critical factor in innovation-driven entrepreneurship. Access to advanced tools, software, and equipment enables students to prototype and implement their ideas effectively [15]. However, limited availability of such resources at the Innobiz DUT Centre for Entrepreneurship and Innovation can hinder students' ability to develop and commercialize innovative products or services. The lack of technological infrastructure can create significant obstacles in a rapidly evolving digital economy [16]. Finally, social capital is essential for entrepreneurial growth. Networks, including relationships with mentors, investors, and industry partners, provide valuable insights, funding opportunities, and strategic partnerships [17]. However, barriers to accessing these networks can leave student entrepreneurs at a disadvantage, making it harder to gain market entry and compete effectively. RBV underscores the importance of leveraging social capital to build a sustainable competitive advantage [18], yet without strong connections, students may struggle to establish themselves in entrepreneurial ecosystems. Resource constraints—whether financial, human, technological, or social—can significantly impact the success of student entrepreneurs at the Innobiz DUT Centre for Entrepreneurship and Innovation. The RBV framework underscores the necessity of acquiring and utilizing these resources effectively to create a competitive edge in entrepreneurship [19]. Addressing these limitations through targeted support programs, mentorship, and resource accessibility can enhance students' entrepreneurial success and long-term sustainability [20]. 1.4. Differentiating Students Based on Resource Access RBV posits that competitive advantage arises from unequal access to resources. Within the Innobiz DUT Centre for Entrepreneurship and Innovation, students who already have financial support, prior 1882 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 1879-1892, 2025 DOI: 10.55214/2576-8484.v9i7.9032 © 2025 by the authors; licensee Learning Gate entrepreneurial experience, or more robust social networks are more likely to achieve success. This differentiation underscores systemic inequities within the entrepreneurial ecosystem, wherein certain students have greater opportunities to leverage key resources than others. Such disparities resonate with RBV’s assertion that resource distribution ultimately influences performance outcomes. 1.5. Strategic Role of the Innobiz DUT Centre The Durban University of Technology (DUT) Innobiz DUT Centre for Entrepreneurship and Innovation plays a crucial role in fostering student entrepreneurship by serving as a dedicated hub for training, mentorship, networking, and resource provision [21]. From the perspective of the Resource- Based View (RBV), the Centre can be understood as a repository of strategic assets that students can utilize to navigate common entrepreneurial challenges. According to the RBV framework proposed by Zvarimwa and Zimuto [8] sustainable competitive advantage arises from resources that are valuable, rare, inimitable, and non-substitutable (VRIN). In this context, the Innobiz DUT Centre for Entrepreneurship and Innovation enhances entrepreneurial development by offering resources, including human capital, knowledge networks, technological infrastructure, and financial support mechanisms. Nevertheless, the effectiveness of the Innobiz DUT Centre for Entrepreneurship and Innovation in facilitating entrepreneurial success is closely tied to its ability to maintain and enhance its VRIN characteristics. Institutional constraints, such as inadequate funding, can significantly limit the Centre’s capacity to provide essential resources such as start-up capital, innovation grants, or seed funding, which are vital for early-stage entrepreneurs [22]. Furthermore, insufficient mentorship structures may hinder the Centre’s ability to effectively guide students through the entrepreneurial journey, thereby diminishing the value and utility of its human capital resources [23]. Additionally, outdated or limited technological infrastructure could restrict students' access to essential digital tools for contemporary entrepreneurial activities, including prototyping, e-commerce, and digital marketing [24]. These challenges not only weaken the Centre's institutional support functions but also highlight broader systemic resource gaps that intersect with individual entrepreneurial obstacles. The interplay between institutional resource constraints and student-level entrepreneurial barriers underscores the necessity for continuous investment in and enhancement of the DUT innobiz Centre's capabilities. To fulfill its role as a transformative resource hub, the Centre must ensure that its offerings align with the evolving needs of student entrepreneurs in a dynamic economic environment. This includes maintaining the VRIN characteristics of its financial, technological, and mentorship resources to ensure they remain a competitive advantage. The Centre can better empower students to convert their entrepreneurial aspirations into sustainable ventures, consistent with the RBV's focus on strategic resource utilization for competitive advantage. 2. Literature Review The entrepreneurial landscape is a dynamic and multifaceted arena that requires a combination of resources, skills, and enabling environments to achieve success. For students at the Innobiz DUT Centre for Entrepreneurship and Innovation, a thorough understanding of the obstacles they face necessitates a comprehensive review of existing literature on entrepreneurship, resource accessibility, and educational support systems. This literature review critically examines key themes associated with student entrepreneurship, including resource constraints, entrepreneurial ecosystems, institutional support, and the broader socio-economic challenges affecting student entrepreneurs. 2.1. Entrepreneurship Education and Its Importance Entrepreneurship education has emerged as a vital driver of innovation, economic development, and job creation [25]. Higher education institutions (HEIs) are instrumental in preparing students with the essential knowledge, skills, and attitudes required for success in entrepreneurial endeavors. Badawi [26] assert that entrepreneurial education nurtures creativity, problem-solving abilities, and resilience— 1883 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 1879-1892, 2025 DOI: 10.55214/2576-8484.v9i7.9032 © 2025 by the authors; licensee Learning Gate crucial traits for navigating the uncertainties of starting and sustaining a business. However, the effectiveness of entrepreneurship education is often contingent upon the availability of resources and institutional support systems. At the Innobiz DUT Centre for Entrepreneurship and Innovation, the objective of entrepreneurship education is to connect theoretical concepts with practical application. Nevertheless, challenges such as limited funding, inadequate mentorship, and insufficient access to advanced technologies can inhibit these efforts, as indicated in global studies addressing challenges in entrepreneurship education [27]. 2.2. Resource Constraints and Entrepreneurial Barriers The Resource-Based View (RBV) highlights the significance of access to valuable, rare, inimitable, and non-substitutable (VRIN) resources for achieving a competitive advantage [8]. Student entrepreneurs often face substantial resource constraints, including limited access to financial capital, human capital, and technological tools [24]. Financial limitations are among the most common challenges, with students frequently lacking the funding required to launch or expand their ventures [28]. Human capital, comprising entrepreneurial skills and experiences, is another critical resource for students. Yani and Zaakiyyah [20] note that a lack of entrepreneurial experience and mentorship can impede students' ability to make informed decisions and navigate complex business environments. Additionally, access to technological resources, such as prototyping equipment and software, is essential for fostering innovation but can be prohibitively expensive for student entrepreneurs [29]. 2.3. The Role of Entrepreneurial Ecosystems Entrepreneurial ecosystems consist of the networks, institutions, and resources that foster entrepreneurial activity within a specific context [30]. For students at the DUT innobiz Centre, the local entrepreneurial ecosystem can significantly impact their ability to overcome challenges and attain success. Research conducted by Ermawati [31] underscores the importance of collaborative networks, access to mentors, and supportive policies in promoting entrepreneurial growth. However, studies indicate that inefficiencies within ecosystems, such as fragmented networks and bureaucratic obstacles, can hinder the progress of student entrepreneurs [32]. For instance, at the Innobiz DUT Centre for Entrepreneurship and Innovation, challenges like unclear processes for accessing resources and a lack of coordinated mentorship programs may limit the ecosystem's effectiveness in supporting students. 2.4. Institutional Support and Incubation Business incubators and entrepreneurship centers, such as the Innobiz DUT Centre for Entrepreneurship and Innovation, play a pivotal role in enabling student entrepreneurship by offering resources, training, and networking opportunities. Kaggwa, et al. [33] assert that the success of incubation programs relies on their ability to meet the specific needs of entrepreneurs, including access to funding, mentorship, and market insights. Nonetheless, institutional support systems frequently encounter challenges in maintaining the quality and accessibility of their services. Research by Rambe [34] highlights that resource limitations within incubators, such as restricted funding or outdated infrastructure, can undermine their capacity to support student entrepreneurs effectively. Moreover, the success of such programs is dependent on their alignment with the socio-economic context of the surrounding region [35]. 2.5. Socio-Economic Challenges and Entrepreneurial Barriers Socio-economic factors significantly influence the entrepreneurial experiences of students. In areas characterized by high youth unemployment rates and limited access to funding, students encounter additional pressures that can obstruct their entrepreneurial aspirations [36]. For South African 1884 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 1879-1892, 2025 DOI: 10.55214/2576-8484.v9i7.9032 © 2025 by the authors; licensee Learning Gate students, systemic inequalities and economic disparities further complicate these challenges, creating a challenging environment for entrepreneurship [37]. Furthermore, cultural attitudes toward entrepreneurship can affect students' willingness to take risks and pursue business ventures. Hofstede’s cultural dimensions theory suggests that societies exhibiting high levels of uncertainty avoidance may deter entrepreneurial activity [38] which could have implications for students at the Innobiz DUT Centre for Entrepreneurship and Innovation. Addressing these socio-economic barriers necessitates a multi-faceted approach encompassing policy interventions, community engagement, and targeted support programs. 2.6. Gender-Specific Barriers in Student Entrepreneurship Gender disparities in entrepreneurship are well-documented, with female entrepreneurs frequently encountering distinct challenges compared to their male peers [39]. For female students at the Innobiz DUT Centre for Entrepreneurship and Innovation, obstacles such as limited access to mentorship, cultural biases, and fewer networking opportunities may hinder their entrepreneurial achievements. Research conducted by Chen, et al. [40] through the Global Entrepreneurship Monitor (GEM) indicates that women often face systemic barriers in securing financial and social capital, which are essential for entrepreneurial success. To address these disparities, it is crucial to implement targeted initiatives that foster inclusivity and empower female entrepreneurs within the DUT ecosystem. 3. Methods This study employed a quantitative research design to systematically investigate the motivations driving student entrepreneurship at the Innobiz DUT Centre for Entrepreneurship and Innovation. The research was grounded in a positivist perspective, concentrating on the objective measurement and analysis of variables to enhance the understanding of the entrepreneurial intentions of students at the Durban University of Technology (DUT). 3.1. Research Design A quantitative approach was selected for this study as it allows for the collection of numerical data that can be statistically analyzed to identify trends and relationships. This methodology was considered appropriate given the objective nature of the research question and the aim of generating widely applicable insights regarding the motivations of student entrepreneurs. Data collection was conducted through a survey utilizing a structured, closed-ended questionnaire. 3.2. Population and Sampling The target population for this study consisted of 90 students actively involved in entrepreneurial activities at the Innobiz DUT Centre for Entrepreneurship and Innovation. A convenience sampling method was applied to select participants, chosen for its practicality and cost-effectiveness, thereby enabling efficient data collection from readily available and willing students. Out of the 90 students approached, 76 completed and returned the survey, yielding a response rate of 84%. This considerable response rate bolsters the reliability and validity of the findings. 3.3. Data Collection The primary data collection instrument was a structured, closed-ended questionnaire designed to capture various motivational factors influencing student entrepreneurship, including personal fulfillment, economic opportunities, problem-solving, autonomy, role models, career aspirations, and networking. Each item was assessed on a five-point Likert scale, ranging from "strongly disagree" to "strongly agree." The structured format of the questionnaire ensured consistency in data collection, resulting in reliable and comparable outcomes. 1885 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 1879-1892, 2025 DOI: 10.55214/2576-8484.v9i7.9032 © 2025 by the authors; licensee Learning Gate 3.4. Ethical Considerations The study adhered to recognized ethical research standards. Participation was voluntary, and respondents were informed of the study's objectives prior to completing the questionnaire. Confidentiality and anonymity were upheld throughout the research process, ensuring that no identifying information was solicited from participants. 3.5. Data Analysis The data obtained from the 76 respondents were analyzed using the Statistical Package for the Social Sciences (SPSS) version 30. Both descriptive and inferential statistical methods were applied to explore and validate the findings. Descriptive statistics provided insight into the distribution and central tendencies of the motivational factors, while inferential statistics were employed to identify significant trends and relationships within the data. The results were further analyzed to highlight key themes and draw meaningful conclusions regarding the motivations propelling student entrepreneurship at DUT. 3.6. Reliability and Validity To assess the reliability of the items measuring the factors motivating students to engage in entrepreneurship, Cronbach’s alpha coefficient (α) was utilized. Reliability serves as an indicator of internal consistency among the constructs and their stability [41]. Cronbach’s alpha coefficient ranges from 0 to 1, with a value greater than 0.6 suggesting consistency and reliability for data analysis [42]. In this study, the value of α was found to be 0.759, indicating that the items measuring factors motivating students to engage in entrepreneurship were consistent with one another (see Table 1). Table 1. Reliability Statistics, Kaiser-Meyer-Olkin (KMO) Measure of Sampling Adequacy and Bartlett’s Test of Sphericity (BTS). Section Items Cronbach's alpha KMO value Bartlett's Test of Sphericity Determinant Approx. Chi- square df Sig. Obstacles faced by students pursuing entrepreneurship 15 0.876 0.801 394.736 105 <0.001* 0.000 The findings presented in Table 1 highlight the robustness and suitability of the dataset for identifying the challenges encountered by students pursuing entrepreneurship. The elevated Cronbach's alpha value verifies the reliability of the measurement scale, indicating that the 15 items effectively encompass various dimensions of entrepreneurial barriers. Furthermore, the KMO value underscores the adequacy of the sample for factor analysis. As noted by Kaiser [43] a value exceeding 0.8 indicates a commendable level of sampling adequacy, suggesting that the data yield strong correlations among variables, thereby justifying further statistical analysis. Coupled with the significant results from Bartlett’s Test, it is evident that the correlation matrix is appropriate for factor analysis, as the variables are interrelated and provide meaningful insights. However, the determinant value of 0.000 raises potential concerns regarding multicollinearity. This issue can distort the results of factor analysis by exaggerating the relationships between variables. To mitigate this risk, strategies such as removing redundant variables or employing principal component analysis (PCA) may be considered [44]. These approaches will help ensure that the identified factors accurately represent distinct dimensions of the challenges faced by students. 1886 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 1879-1892, 2025 DOI: 10.55214/2576-8484.v9i7.9032 © 2025 by the authors; licensee Learning Gate Table 2. Demographic characteristics of respondent. Variable Frequency (%) Age/Generation Gen Z (1997-2012) 12 -27 years 48 (63.2) Millennials (1981-1996) 28-43 years 23 (30.3) Gen X (1965-1980) 44-59 years 4 (5.3) Boomers (1955-1964) 60-69 years 1 (1.3) Gender Female 45 (59.2) Male 31 (40.8) Race African 72 (94.7) Indian 2 (2.6) Other 2 (2.6) Faculty Accounting and Informatics 3 (3.9) Applied Sciences 1 (1.3) Health Sciences 3 (3.9) Management Sciences 69 (90.8) Academic year Advanced Diploma/Degree 34 (44.7) Diploma 1st year 1 (1.3) Diploma 2nd year 9 (11.8) Diploma 3rd years 25 (32.9) Masters 1 (1.3) Post-graduate diploma/Honours 6 (7.9) 3.7. Generational and Age-Related Insights The predominance of Gen Z participants suggests that younger individuals are more actively engaged in entrepreneurship, potentially influenced by their exposure to technology and innovation [45]. Millennials also play a significant role, often bringing prior work experience or entrepreneurial endeavors. The limited representation of older generations, such as Gen X and Baby Boomers, may indicate a lower participation in academic entrepreneurial programs among these demographics. 3.8. Gender Distribution The higher representation of females (59.2%) indicates a positive shift towards gender inclusivity in entrepreneurship and higher education. However, challenges related to access to funding and mentorship tend to disproportionately impact female entrepreneurs, which warrants further investigation [46]. 3.9. Racial Representation The substantial proportion of African participants reflects the socio-economic and demographic landscape of South Africa. While this relevance addresses local entrepreneurial challenges, the limited diversity may restrict the generalizability of findings to other racial groups or contexts. 3.10. Faculty Engagement The predominance of students from the Management Sciences faculty highlights that entrepreneurship initiatives at DUT are largely concentrated within this discipline. This raises questions regarding the inclusivity of these programs for students from other fields, such as Applied or Health Sciences, who may also benefit from entrepreneurial training. 1887 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 1879-1892, 2025 DOI: 10.55214/2576-8484.v9i7.9032 © 2025 by the authors; licensee Learning Gate 3.11. Academic Year The significant involvement of advanced and final-year students suggests a trend where entrepreneurial engagement increases as students’ progress in their academic journey. Conversely, the minimal representation of first-year students underscores the need for early exposure to entrepreneurship to foster foundational interest and skills. Table 3. Barriers faced by students pursuing entrepreneurship. Item Responses, number (%) Mean (SD) t (p-value) SD D N A SA The lack of access to startup capital poses a significant barrier for student entrepreneurs at DUT. 25 (32.9) 6 (7.9) 13 (17.1) 22 (28.9) 10 (13.2) 2.82 (1.485) 16.53 (<0.001) Limited availability of mentorship and guidance impedes the progress of student entrepreneurs at DUT. 5 (6.6) 3 (3.9) 18 (23.7) 26 (34.2) 24 (31.6) 3.80 (1.132) 29.30 (<0.001) Inadequate networking opportunities hinder the growth of ventures by student entrepreneurs at DUT. 17 (22.4) 8 (10.5) 21 (27.6) 25 (32.9) 5 (6.6) 2.91 (1.267) 20.01 (<0.001) Balancing academic commitments with entrepreneurial pursuits presents challenges for students at DUT. 1 (1.3) 7 (9.2) 23 (30.3) 28 (36.8) 17 (22.4) 3.70 (0.966) 33.36 (<0.001) Regulatory and bureaucratic complexities discourage student entrepreneurs at DUT. 2 (2.6) 6 (7.9) 30 (39.5) 20 (26.3) 18 (23.7) 3.61 (1.021) 30.79 (<0.001) The absence of affordable workspace and facilities serves as a barrier for student entrepreneurs at DUT. 2 (2.6) 4 (5.3) 21 (27.6) 31 (40.8) 18 (23.7) 3.78 (1.961) 34.27 (<0.001) Difficulty in finding suitable business partners or collaborators poses obstacles for student entrepreneurs at DUT. 15 (19.7) 1 (1.3) 23 (30.3) 33 (43.4) 4 (5.3) 3.13 (1.204) 22.68 (<0.001) Limited access to market research and customer insights creates challenges for student entrepreneurs at DUT. 3 (3.9) 5 (6.6) 24 (31.6) 26 (34.2) 18 (23.7) 3.67 (1.038) 30.84 (<0.001) Fear of failure or risk aversion inhibits students from taking entrepreneurial risks at DUT. 2 (2.6) 2 (2.6) 14 (18.4) 37 (48.7) 21 (27.6) 3.96 (0.901) 38.32 (<0.001) Limited access to industry-specific knowledge and expertise presents challenges for student entrepreneurs at DUT. 2 (2.6) 5 (6.6) 15 (19.7) 34 (44.7) 20 (26.3) 3.86 (0.976) 34.44 (<0.001) Competition from established businesses creates hurdles for student entrepreneurs at DUT. 2 (2.6) 2 (2.6) 21 (27.6) 37 (48.7) 14 (18.4) 3.78 (0.873) 37.70 (<0.001) Inadequate access to funding or resources for product development and prototyping hinders student entrepreneurs at DUT. 2 (2.6) 4 (5.3) 24 (31.6) 45 (59.2) 1 (1.3) 3.49 (0.759) 41.43 (<0.001) The lack of institutional support or recognition for entrepreneurial ventures is a barrier for student entrepreneurs at DUT. 14 (18.4) 12 (15.8) 22 (28.9) 23 (30.3) 5 (6.6) 2.91 (1.213) 20.90 (<0.001) Limited access to legal and accounting services poses challenges for student entrepreneurs at DUT. 3 (3.9) 1 (1.3) 26 (34.2) 34 (44.7) 12 (15.8) 3.67 (0.900) 35.55 (<0.001) Cultural or societal stigma surrounding entrepreneurship deters students from engaging in entrepreneurial endeavors at DUT. 15 (19.7) 8 (10.5) 28 (36.8) 20 (26.3) 5 (6.6) 2.89 (1.195) 21.11 (<0.001) Note: SD = strongly disagree, D = disagree, N = neutral, A = agree, SA = strongly agree. The findings presented in Table 3 offer important insights into the challenges encountered by student entrepreneurs at DUT’s Innobiz Centre. These challenges can be classified into several categories: 3.12. Financial and Resource-Related Barriers The financial obstacles identified, such as the lack of startup capital and insufficient funding, align with the broader entrepreneurial literature. As noted by Moloi [47] financial constraints represent a significant hurdle for South African entrepreneurs, particularly among youth and early-stage ventures. 1888 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 1879-1892, 2025 DOI: 10.55214/2576-8484.v9i7.9032 © 2025 by the authors; licensee Learning Gate Shahriar, et al. [48] further emphasize that access to financial resources is essential for fostering entrepreneurial activity, especially in developing economies. Additionally, the shortage of affordable workspaces corresponds with findings by Khawaja [49] who underscore the critical role of incubators and coworking spaces in providing the necessary infrastructure for entrepreneurial development. 3.13. Institutional and Ecosystem Barriers The limitations related to mentorship and networking opportunities are supported by Fernandes and Ferreira [30] who argue that robust entrepreneurial ecosystems rely on strong mentorship networks and collaborative connections. Aeeni, et al. [50] also suggests that bureaucratic inefficiencies and institutional voids can significantly hinder entrepreneurial initiatives. Addressing these gaps may involve the establishment of structured mentorship programs and the promotion of collaborations with industry partners, as advocated by Nwaichi, et al. [51] in their triple helix model of university- industry-government interactions. 3.14. Psychological and Social Barriers The psychological challenges stemming from fear of failure and societal stigma have been extensively examined in entrepreneurial studies. Neneh [52] contend that entrepreneurial self-efficacy and perceptions of societal support substantially affect the likelihood of engaging in entrepreneurial activities. Additionally, Boucher, et al. [53] highlights that in South Africa, cultural attitudes and perceptions regarding entrepreneurship are often influenced by historical and socio-economic factors. Initiatives aimed at cultivating an entrepreneurial mindset, as proposed by Cui, et al. [54] could assist students in developing confidence and resilience. 3.15. Academic and Time Management Challenges Juggling academic obligations and entrepreneurial endeavors is a well-recognized challenge for student entrepreneurs. Al Balushi, et al. [55] assert that academic institutions should prioritize the creation of flexible curricula that accommodate entrepreneurial ventures. Moreover, Wang, et al. [56] highlight the necessity of integrating entrepreneurship into educational programs to enhance the synergy between education and entrepreneurial activities. The burden on students can be alleviated by providing structured guidance and adjusting policies to support time management [57]. 3.16. Knowledge and Skill Gaps The restricted access to industry-specific knowledge and market insights reflects the findings of Lattacher and Wdowiak [58] who identifies learning and knowledge acquisition as critical components for entrepreneurial success. Pinto and Reshma [59] propose that experiential learning methods, such as project-based activities and real-world problem-solving, can significantly enhance entrepreneurial skills. Additionally, Silva, et al. [60] advocate for lean startup methodologies, which emphasize iterative learning and market engagement as essential strategies for bridging knowledge gaps. Table 4. Tests of Normality. Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. Obstacles faced by students pursuing entrepreneurship 0.135 76 0.001 0.863 76 <0.001 Note: a. Lilliefors Significance Correction. The findings indicate that the data regarding obstacles encountered by student entrepreneurs significantly deviate from a normal distribution. This situation requires the use of non-parametric statistical methods, such as the Mann-Whitney U test or the Kruskal-Wallis test [61]. The observed non-normality is indicative of the diverse and heterogeneous nature of entrepreneurial barriers, which are influenced by individual, institutional, and socio-economic factors [62]. Supporting the views of 1889 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 1879-1892, 2025 DOI: 10.55214/2576-8484.v9i7.9032 © 2025 by the authors; licensee Learning Gate Williams, et al. [63] the results underscore the non-linear and varied challenges faced by entrepreneurs. It suggests that customized support programs—designed to meet specific financial, psychological, and institutional needs—are likely to be more effective than one-size-fits-all solutions. In the South African context, implementing targeted interventions such as mentorship, flexible academic schedules, and financial assistance is crucial to overcoming these barriers and promoting entrepreneurial growth [64]. Table 5. Hypothesis Test Summary. Null Hypothesis Test Sig.a,b Decision 1 The distribution of obstacles faced by students pursuing entrepreneurship is the same across categories of gender . Independent-Samples Mann-Whitney U Test 0.248 Retain the null hypothesis. Note: a. The significance level is .050. b. Asymptotic significance is displayed. The findings suggest that gender does not play a significant role in the challenges encountered by student entrepreneurs, which is consistent with prior research indicating that structural barriers tend to affect all genders similarly [65]. However, the gendered differences in resource access or societal expectations may not be present in this context. In South Africa, where entrepreneurship is instrumental in tackling youth unemployment [66] these results imply that institutional barriers exert a uniform impact. While gender-neutral programs may be adequate, it is crucial to implement inclusive interventions to address underlying biases, as emphasized by de Bruin and Swail [67]. The application of the Mann-Whitney U Test highlights the importance of appropriate statistical methodologies, and future research could investigate additional demographic factors for more comprehensive insights. 4. Conclusion The findings provide a thorough understanding of the barriers and demographic trends influencing student entrepreneurship at DUT’s Innobiz Centre. The demographic analysis reveals a significant representation of Gen Z and Millennials, particularly among female students, suggesting an increasing inclusivity in entrepreneurial activities. However, the limited participation of older generations, racial diversity, and students outside the Management Sciences discipline indicates a pressing need for more inclusive and accessible entrepreneurship programs. The challenges faced by student entrepreneurs can be categorized into several key areas. Financial limitations, including inadequate funding and a lack of affordable workspace, present considerable obstacles, aligning with broader trends in entrepreneurial research. Addressing these issues necessitates institutional support to enhance funding opportunities, provide affordable coworking spaces, and facilitate infrastructure development. Additionally, institutional and ecosystem-related barriers, such as insufficient mentorship and networking opportunities, highlight the necessity for structured mentorship programs and collaborative initiatives with industry and government. Furthermore, psychological and social barriers, including fear of failure and societal stigma, underscore the need for programs designed to shift mindsets and build entrepreneurial confidence and resilience. Academic and time management challenges advocate for academic institutions to implement flexible curricula and policies that support entrepreneurial endeavors. Addressing knowledge and skill gaps through experiential learning opportunities, industry partnerships, and the integration of lean startup methodologies can significantly enhance students’ entrepreneurial capabilities. Promoting student entrepreneurship at DUT requires a comprehensive approach that tackles financial, institutional, psychological, and academic challenges while ensuring inclusivity across diverse demographics and disciplines. The university can cultivate a thriving entrepreneurial ecosystem that empowers students to overcome obstacles and succeed in their entrepreneurial pursuits by implementing targeted interventions and capitalizing on the unique socio-economic landscape of South Africa. 1890 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 1879-1892, 2025 DOI: 10.55214/2576-8484.v9i7.9032 © 2025 by the authors; licensee Learning Gate Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. This study followed all ethical practices during writing. Copyright: © 2025 by the authors. This open-access article is distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). References [1] O. A. Ajani, "Entrepreneurship education in South Africa’s higher education institutions: In pursuit of promoting self- reliance in students," International Journal of Management, Knowledge and Learning, vol. 13, no. 1, pp. 29-41, 2024. [2] O. Chiramba and E. Ndofirepi, "Access and success in higher education: Disadvantaged students’ lived experiences beyond funding hurdles at a metropolitan South African university," South African Journal of Higher Education, vol. 37, no. 6, pp. 56-75, 2023. [3] K. Adams and M. Lanford, "Reimagining global partnerships in higher education through open systems theory," Journal of Comparative and International Higher Education, vol. 13, no. 5, pp. 108-123, 2021. [4] A. I. Nor, "Entrepreneurship development as a tool for employment creation, income generation, and poverty reduction for the youth and women," Journal of the Knowledge Economy, vol. 15, no. 4, pp. 19387-19410, 2024. https://doi.org/10.1007/s13132-024-01747-w [5] F. M. Ajide, "Infrastructure and entrepreneurship: Evidence from Africa," Journal of Developmental Entrepreneurship, vol. 25, no. 03, p. 2050015, 2020. https://doi.org/10.1142/s1084946720500156 [6] K. H. Puttaraju, "Fostering an innovation and entrepreneurship in corporate environments," International Journal of Innovative Research in Engineering & Multidisciplinary Physical Sciences, vol. 9, no. 5, pp. 1-7, 2021. [7] B. Nayak, S. S. Bhattacharyya, and B. Krishnamoorthy, "Integrating the dialectic perspectives of resource-based view and industrial organization theory for competitive advantage–a review and research agenda," Journal of Business & Industrial Marketing, vol. 38, no. 3, pp. 656-679, 2023. [8] C. Zvarimwa and J. Zimuto, "Valuable, rare, inimitable, non-substitutable and exploitable (VRINE) resources on competitive advantage," International Journal of Business & Management Sciences, vol. 8, no. 1, pp. 9-22, 2022. [9] S. A. Zahra, "The resource-based view, resourcefulness, and resource management in startup firms: A proposed research agenda," Journal of Management, vol. 47, no. 7, pp. 1841-1860, 2021. [10] A. Diaz-Gonzalez and N. A. Dentchev, "A resource-based view on the role of universities in supportive ecosystems for social entrepreneurs," Business and Society Review, vol. 127, no. 3, pp. 537-590, 2022. https://doi.org/10.1111/basr.12281 [11] N. Ikhsan, M. A. M. ALIAS, N. R. N. Roseley, and Z. Hasan, "A trend analysis of business funding patterns and sources among student entrepreneurs at the institute of higher learning level: Implications for entrepreneurship education and support programs," Journal of Research on Business and Tourism, vol. 3, no. 2, pp. 65-80, 2023. [12] I. Putra, N. L. P. Wiagustini, I. W. Ramantha, and I. B. P. Sedana, "Financial sustainability based on resource based view theory and knowledge based view theory," Academic of Accounting and Financial Studies Journal, vol. 25, no. 5, pp. 1–15, 2021. [13] A. Murray and R. Palladino, "Developing human capitals in today's entrepreneurs: A practitioner perspective," Journal of Intellectual Capital, vol. 22, no. 4, pp. 681-702, 2021. [14] D. Faugoo, "Human capital as strategic valued assets: Core drivers of organizational success in the modern-day workplace," International Journal of Business and Technology Management, vol. 6, no. 3, pp. 617-628, 2024. [15] K. Alkaabi, "Applying the innovative approach of employing a business simulation game and prototype developing platform in an online flipped classroom of an entrepreneurial summer course: A case study of UAEU," Education Sciences, vol. 13, no. 1, p. 13, 2022. [16] L. Xia, S. Baghaie, and S. Mohammad Sajadi, "The digital economy: Challenges and opportunities in the new era of technology and electronic communications," Ain Shams Engineering Journal, vol. 15, no. 2, p. 102411, 2024. https://doi.org/10.1016/j.asej.2023.102411 [17] F. J. van Rijnsoever, "Meeting, mating, and intermediating: How incubators can overcome weak network problems in entrepreneurial ecosystems," Research Policy, vol. 49, no. 1, p. 103884, 2020. https://doi.org/10.1016/j.respol.2019.103884 [18] K. R. Bhandari, M. Ranta, and J. Salo, "The resource‐based view, stakeholder capitalism, ESG, and sustainable competitive advantage: The firm's embeddedness into ecology, society, and governance," Business Strategy and the Environment, vol. 31, no. 4, pp. 1525-1537, 2022. [19] S. El Nemar, H. El-Chaarani, I. Dandachi, and S. Castellano, "Resource-based view and sustainable advantage: a framework for SMEs," Journal of Strategic Marketing, pp. 1-24, 2022. https://creativecommons.org/licenses/by/4.0/ https://doi.org/10.1007/s13132-024-01747-w https://doi.org/10.1142/s1084946720500156 https://doi.org/10.1111/basr.12281 https://doi.org/10.1016/j.asej.2023.102411 https://doi.org/10.1016/j.respol.2019.103884 1891 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 1879-1892, 2025 DOI: 10.55214/2576-8484.v9i7.9032 © 2025 by the authors; licensee Learning Gate [20] A. Yani and H. K. A. Zaakiyyah, "The importance of mentorship in stimulating the growth and success of entrepreneurial business entities," Journal of Contemporary Administration and Management (ADMAN), vol. 2, no. 1, pp. 337-342, 2024. [21] S. Nyamurima, "Service quality at Durban university of technology, centre for social entrepreneurship rapid incubator," Doctoral Dissertation, 2023. [22] R. Ravichandran and P. Dixit, "Empowering the next generation of entrepreneurs: The role of innovation and incubation centres," Journal of Vocational Education Studies, vol. 7, no. 1, pp. 81-100, 2024. [23] N. Aboobaker, "Human capital and entrepreneurial intentions: Do entrepreneurship education and training provided by universities add value?," On the Horizon, vol. 28, no. 2, pp. 73-83, 2020. [24] X. Neumeyer, S. C. Santos, and M. H. Morris, "Overcoming barriers to technology adoption when fostering entrepreneurship among the poor: The role of technology and digital literacy," IEEE Transactions on Engineering Management, vol. 68, no. 6, pp. 1605-1618, 2021. https://doi.org/10.1109/TEM.2020.2989740 [25] T. Mahmudin, "The importance of entrepreneurship education in preparing the young generation to face global economic challenges," Journal of Contemporary Administration and Management (ADMAN), vol. 1, no. 3, pp. 187-192, 2023. [26] B. Badawi, "Entrepreneurial character education from an early age," Al-Hayat: Journal of Islamic Education, vol. 8, no. 1, pp. 197-208, 2024. [27] W. Mei and L. Symaco, "University-wide entrepreneurship education in China’s higher education institutions: Issues and challenges," Studies in Higher Education, vol. 47, no. 1, pp. 177-193, 2022. https://doi.org/10.1080/03075079.2020.1735330 [28] J. Lerner and A. Leamon, Venture capital, private equity, and the financing of entrepreneurship. New York: John Wiley & Sons, 2023. [29] M. Rosienkiewicz et al., "Enhancing technology-focused entrepreneurship in higher education institutions ecosystem: Implementing innovation models in international projects," Education Sciences, vol. 14, no. 7, p. 797, 2024. https://doi.org/10.3390/educsci14070797 [30] A. J. Fernandes and J. J. Ferreira, "Entrepreneurial ecosystems and networks: a literature review and research agenda," Review of Managerial Science, vol. 16, no. 1, pp. 189-247, 2022. [31] Y. Ermawati, "Ecosystems for entrepreneurship: A study of supportive environments and their impact," Amkop Management Accounting Review, vol. 3, no. 2, pp. 58-74, 2023. [32] Z. Bedő, K. Erdős, and L. Pittaway, "University-centred entrepreneurial ecosystems in resource-constrained contexts," Journal of Small Business and Enterprise Development, vol. 27, no. 7, pp. 1149-1166, 2020. [33] S. Kaggwa, T. Onunka, P. U. Uwaoma, O. Onunka, A. I. Daraojimba, and N. L. Eyo-Udo, "Evaluating the efficacy of technology incubation centres in fostering entrepreneurship: Case studies from the global sout," International Journal of Management & Entrepreneurship Research, vol. 6, no. 1, pp. 46-68, 2024. [34] P. Rambe, "Understanding factors affecting technology entrepreneurship of university-incubated firms," Doctoral Dissertation, University of the Free State, 2022. [35] H. Wijoyo, K. Aseh, K. Kenny, and P. R. Pathmathan, "Success factors in achieving socio-economic development in local communities," Archives of Business Research, vol. 8, no. 11, pp. 101-118, 2020. [36] A. Al-Fattal, "Entrepreneurial aspirations and challenges among business students: A qualitative study," Administrative Sciences, vol. 14, no. 5, p. 101, 2024. https://doi.org/10.3390/admsci14050101 [37] E. Etim and O. Daramola, "The informal sector and economic growth of South Africa and Nigeria: A comparative systematic review," Journal of Open Innovation: Technology, Market, and Complexity, vol. 6, no. 4, p. 134, 2020. [38] S. Tehseen, P. Deng, B. Wu, and Y. Gao, "Culture values and entrepreneurial innovativeness: A comparative study of Malaysian ethnic entrepreneurs," Journal of Small Business Management, vol. 61, no. 6, pp. 2622-2655, 2023. [39] D. F. Kakeesh, "Female entrepreneurship and entrepreneurial ecosystems," Journal of Research in Marketing and Entrepreneurship, vol. 26, no. 3, pp. 485-526, 2024. [40] H. Chen, B. H. Lee, and A. Alymkulova, "Gender gaps in opportunity-driven entrepreneurship: the impact of human and social capital," International Journal of Gender and Entrepreneurship, vol. 14, no. 3, pp. 285-299, 2022. [41] J. Bergmann, C. Krewer, F. Müller, and K. Jahn, "The scale for retropulsion: internal consistency, reliability and construct validity," Annals of Physical and Rehabilitation Medicine, vol. 65, no. 2, p. 101537, 2022. [42] N. Shrestha, "Factor analysis as a tool for survey analysis," American journal of Applied Mathematics and statistics, vol. 9, no. 1, pp. 4-11, 2021. [43] H. F. Kaiser, "An index of factorial simplicity," Psychometrika, vol. 39, no. 1, pp. 31-36, 1974. https://doi.org/10.1007/BF02291575 [44] B. M. S. Hasan and A. M. Abdulazeez, "A review of principal component analysis algorithm for dimensionality reduction," Journal of Soft Computing and Data Mining, vol. 2, no. 1, pp. 20-30, 2021. [45] S. Mahmood, A. Lateef, and A. T. Paracha, "Determining the entrepreneurial intentions of youth/generation Z: A study of youth intent towards entrepreneurship," Global Management Journal for Academic & Corporate Studies, vol. 10, no. 2, pp. 137-152, 2020. https://doi.org/10.1109/TEM.2020.2989740 https://doi.org/10.1080/03075079.2020.1735330 https://doi.org/10.3390/educsci14070797 https://doi.org/10.3390/admsci14050101 https://doi.org/10.1007/BF02291575 1892 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 7: 1879-1892, 2025 DOI: 10.55214/2576-8484.v9i7.9032 © 2025 by the authors; licensee Learning Gate [46] O. A. Ajiva, O. G. Ejike, and A. O. Abhulimen, "Empowering female entrepreneurs in the creative sector: Overcoming barriers and strategies for long-term success," Int J Adv Econ, vol. 6, no. 08, pp. 424-436, 2024. [47] G. T. Moloi, "Funding challenges encountered by technology startups in South Africa," Doctoral Dissertation, Regenesys Business School, 2024. [48] M. S. Shahriar, M. S. Hassan, M. A. Islam, F. A. Sobhani, and M. T. Islam, "Entrepreneurial intention among university students of a developing economy: The mediating role of access to finance and entrepreneurship program," Cogent Business & Management, vol. 11, no. 1, p. 2322021, 2024. https://doi.org/10.1080/23311975.2024.2322021 [49] S. Khawaja, "Transforming higher education institutions into entrepreneurial hubs: The evolving role of business incubation in public and private higher education Sectors," Available at SSRN 4969935, 2024. [50] Z. Aeeni, M. Saeedikiya, K. Sakhdari, and V. J. Sadeghi, "Blooming in the cracks: pProductive entrepreneurship amid institutional voids," Small Business Economics, vol. 64, no. 4, pp. 1723-1762, 2025. https://doi.org/10.1007/s11187- 024-00963-7 [51] P. I. Nwaichi, A. Olayiwola, T. I. Egbe, A. Agi, A. Halilu, and E. O. Nwaichi, "Future of triple helix in Nigeria: Emerging trends and opportunities in university–industry–government collaboration," presented at the Triple Helix Nigeria SciBiz Annual Conference (pp. 3–25). Cham: Springer Nature, 2024. [52] B. N. Neneh, "Entrepreneurial passion and entrepreneurial intention: The role of social support and entrepreneurial self-efficacy," Studies in Higher Education, vol. 47, no. 3, pp. 587-603, 2022. https://doi.org/10.1080/03075079.2020.1770716 [53] S. Boucher, M. Cullen, and A. P. Calitz, "Culture, entrepreneurial intention and entrepreneurial ecosystems: evidence from Nelson Mandela Bay, South Africa," Journal of Entrepreneurship in Emerging Economies, vol. 16, no. 4, pp. 1183- 1211, 2024. [54] J. Cui, J. Sun, and R. Bell, "The impact of entrepreneurship education on the entrepreneurial mindset of college students in China: The mediating role of inspiration and the role of educational attributes," The International Journal of Management Education, vol. 19, no. 1, p. 100296, 2021. https://doi.org/10.1016/j.ijme.2019.04.001 [55] S. Al Balushi, H. Al Balushi, N. Al Shukaili, V. R. Naıdu, L. Reales, and K. Jesrani, "The influence of higher education curriculum on entrepreneurship education," IJAEDU-International E-Journal of Advances in Education, vol. 9, no. 26, pp. 92-99, 2023. [56] S.-Y. Wang, X.-L. Wu, M. Xu, Q.-X. Chen, and Y.-J. Gu, "The evaluation of synergy between university entrepreneurship education ecosystem and university students’ entrepreneurship performance," Mathematical Problems in Engineering, vol. 2021, no. 1, p. 3878378, 2021. https://doi.org/10.1155/2021/3878378 [57] A. Walmsley and G. Nabi, "Entrepreneurship mentoring in higher education: How does the mentor benefit?," Journal of Small Business and Enterprise Development, vol. 31, no. 7, pp. 1279-1301, 2024. [58] W. Lattacher and M. A. Wdowiak, "Entrepreneurial learning from failure. A systematic review," International Journal of Entrepreneurial Behavior & Research, vol. 26, no. 5, pp. 1093-1131, 2020. [59] A. P. Pinto and K. Reshma, "Impact of project-based learning on entrepreneurial and social skills development," Journal of Engineering Education Transformations, vol. 34, no. Special Issue: ICTIEE 2021, pp. 593-598, 2021. [60] D. S. Silva, A. Ghezzi, R. B. d. Aguiar, M. N. Cortimiglia, and C. S. Ten Caten, "Lean Startup, Agile Methodologies and Customer Development for business model innovation: A systematic review and research agenda," International Journal of Entrepreneurial Behavior & Research, vol. 26, no. 4, pp. 595-628, 2020. [61] A. Teli, R. Nayaka, and R. Ghatanatti, "Data analysis–preference of pertinent statistical method in research," National Journal of Physiology, Pharmacy and Pharmacology, vol. 13, no. 10, pp. 2010-2010, 2023. [62] S. Gangiah, "ThriveZA-nurturing sustainable entrepreneurship for South African Youth: A review," African Journal of Inter/Multidisciplinary Studies, vol. 6, no. 1, pp. 1-15, 2024. https://doi.org/10.51415/ajims.v6i1.1336 [63] T. A. Williams, J. M. Li, and E. Y. Zhao, "Entrepreneurial resourcefulness: Theoretical origins, integrative review, and research agenda," Journal of Management Studies, 2024. https://doi.org/10.1111/joms.13181 [64] T. Falaiye, O. Olubusola, A. O. Ajayi-Nifise, E. R. Daraojimba, and N. Z. Mhlongo, "A review of microfinancing's role in entrepreneurial growth in African Nations," International Journal of Science and Research Archive, vol. 11, no. 1, pp. 1376-1387, 2024. [65] M. A. d. l. P. Pacheco, J. Torres, J. C. Cantillo Padron, M. C. Pacheco Barros, and H. Rico, "Analyzing the role of gender in entrepreneurship education and economic success in developing nations: The case of Colombia," Cogent Economics & Finance, vol. 13, no. 1, p. 2457476, 2025. [66] N. S. Tshishonga, Uprooting poverty and unemployment through youth entrepreneurship leadership and skills development. In Promoting entrepreneurship to reduce graduate unemployment. Hershey, PA, USA: IGI Global, 2022. [67] A. de Bruin and J. Swail, "Advancing gender inclusivity: Moving entrepreneurial ecosystems onto new paths," International Journal of Gender and Entrepreneurship, vol. 17, no. 1, pp. 19-36, 2025. https://doi.org/10.1080/23311975.2024.2322021 https://doi.org/10.1007/s11187-024-00963-7 https://doi.org/10.1007/s11187-024-00963-7 https://doi.org/10.1080/03075079.2020.1770716 https://doi.org/10.1016/j.ijme.2019.04.001 https://doi.org/10.1155/2021/3878378 https://doi.org/10.51415/ajims.v6i1.1336 https://doi.org/10.1111/joms.13181