Jengeta Mirriam
Whilst a lot has been published about entrepreneurship education the world over, not much is known about its impact and effectiveness to graduates of the same university but different disciplines. If this special stakeholder voice is to remain silent, policy makers, university executives and academics may remain uninformed of the relevant approaches to effectively offer entrepreneurship education and wrongly direct resources meant for the development of entrepreneurship training. The aim of the study was to establish the mode of entrepreneurship education in Zimbabwean universities; assessing the impact of teaching methods used in entrepreneurship education in Zimbabwean universities, and, evaluating graduate perceptions on the influence of resource availability to teach entrepreneurship in a volatile economy. A positivism philosophy was used in this case study designed research. A total population of 1092 CUT graduates of 2015 across disciplines formed the target population and a sample of 220 graduates selected as participants for this study. Stratified random sampling strategy was used to select participants from this population. Each school formed a stratum and informed the selection of the representative sample. Results revealed the existence of entrepreneurship in the CUT curriculum and embedded in the modules that are offered by various schools at the university. There was a weak association between the existence of the entrepreneurship education and employment status. CUT needs to have a vibrant industrial liaison office to facilitate the proper filtering of the graduates to the market. There was a strong correlation between resources availability and teaching entrepreneurship in a volatile economy. In a turbulent economy, graduates themselves must take ownership seriously; they must demonstrate interest in venture creation and growth by contributing towards the availability of resources instead of just waiting for the government to do everything.