Exploring the factors influencing students' preference for formal employment over

entrepreneurship upon tertiary completion: A case of MUBAS

A Research Proposal By:

Mphatso Chathamthumba (EBS/21/SS/005)

Zuze John (EBS/21/SS/022)

Miracle Tsaka (EBS/21/SS/078)

Submitted to:

Applied Education Department

[Link].
 MALAWI UNIVERSITY OF BUSINESS AND APPLIED SCIENCES

APPLIED EDUCATION DEPARTMENT

B. Ed. Dissertation

Mphatso Chathamthumba (EBS/21/SS/005)

Zuze John (EBS/21/SS/022)

Miracle Tsaka (EBS/21/SS/078)

Exploring the factors influencing students' preference for formal employment over

entrepreneurship upon tertiary completion: A case of MUBAS

A proposal submitted to the Department of Applied Education. The Malawi University of

Business and Applied Sciences, in partial fulfilment of the requirements for the degree

Bachelor of Education (Business Studies)

March 2025

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TABLE OF CONTENTS

LIST OF FIGURES...........................................................................................................3

CHAPTER 1: BACKGROUND OF THE STUDY........................................................3

1.0. Introduction...............................................................................................................4

1.1. Statement of the Problem..........................................................................................5

1.2. Purpose of the Study..................................................................................................5

1.3. Main Research Objective..........................................................................................6

1.3.1. Specific Objectives.......................................................................................................6

1.4. Research Questions....................................................................................................6

1.4.1 Main research question...................................................................................................6

1.4.2 Specific questions............................................................................................................6

1.5. Significance of the Study...........................................................................................7

1.6. Limitations of the Study............................................................................................8

CHAPTER 2: LITERATURE REVIEW........................................................................9

2.1. Introduction...............................................................................................................9

2.2. Conceptual Framework..........................................................................................10

2.1.1. Employment Preference (Formal Work vs. Entrepreneurship).............................10

2.1.2. Students Perception on Entrepreneurship............................................................11

2.1.3. Curriculum Influence.............................................................................................12

2.1.4. Institutional Factors..............................................................................................12

2.1.5. Social Factors........................................................................................................12

2.1.6. Economic Factors..................................................................................................13

2.1.7. Strategies for fostering entrepreneurship mindset among Graduates.................13

2.3. Theoretical Framework..........................................................................................14

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2.4. Empirical Review.....................................................................................................16

2.5. Gaps Identified.........................................................................................................20

2.6. Chapter Summary...................................................................................................22

CHAPTER 3: METHODOLOGY.................................................................................23

3.1. Chapter Overview....................................................................................................23

3.2. Research paradigm..................................................................................................23

3.3. Research design........................................................................................................24

3.3.1. Population.................................................................................................................24

3.3.2. Sampling strategy......................................................................................................25

[Link]. Sample size and allocation....................................................................................25

3.4. Data collection..........................................................................................................27

3.4. Data analysis............................................................................................................27

3.5. Validity and reliability............................................................................................28

3.6.1 Validity.............................................................................................................................28

3.6.2 Reliability.........................................................................................................................28

3.7 Ethical Consideration................................................................................................29

3.8 Conclusion..................................................................................................................29

CHAPTER 4: PRESENTATION OF FINDINGS AND DATA ANALYSIS............30

4.1 Chapter Overview...............................................................................................................30

4.3 What economic, social, and institutional elements affect MUBAS students' inclination
toward formal employment over self-employment?................................................................33

4.3.1 Institution Factors........................................................................................................33

4.3.2 Social Factors...............................................................................................................34

4.3.3. Economic Factors........................................................................................................35

4.4 How does MUBAS's academic program affect students' decisions between formal
employment and starting their own business?.........................................................................35

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APPENDIX 1: WORK PLAN (ACTIVITIES AND TIME ALLOCATION)...........44

APPENDIX 2: BUDGET (ITEM AND COSTING PLUS CONTINGENCY)..........45

APPENDIX 3: CONSENT LETTER.............................................................................46

APPENDIX 4: INTERVIEW GUIDE...........................................................................47

LIST OF FIGURES

Figure 1:Conceptual framework..........................................................................................8

LIST OF TABLES

Table 1:The targeted population size............................................................................................24

Table 2:The total sample size.......................................................................................................24

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CHAPTER 1: BACKGROUND OF THE STUDY

1.0. Introduction

It is commonly known that entrepreneurship is a powerful engine for economic growth,

innovation, and job creation. To equip students with the knowledge and abilities needed

to launch and run businesses, governments and educational institutions all over the world

have made significant investments in entrepreneurship education. Micro, Small, and

Medium-Sized Enterprises (MSMEs) make up the majority of businesses in Malawi.

They are the foundation of the economy, accounting for 40% of GDP and 24% of

employment (Gondwe & Salima, 2022). One of the most important ways to lower

unemployment and promote self-reliance in developing nations, particularly in Africa, is

to help university graduates develop an entrepreneurial mindset (World Bank, 2022).

Malawi, like many other developing nations, struggles with underemployment and youth

unemployment. Malawi's youth unemployment rate for those between the ages of 15 and

24 was 6.77% in 2023, according to World Bank estimates based on data from the

International Labor Organization (World Bank, n.d.). This circumstance raises concerns

about the efficacy of entrepreneurship education and draws attention to more general

socioeconomic variables affecting graduates' career decisions. Even though business and

entrepreneurship courses are taught in schools like Malawi University of Business and

Applied Sciences (MUBAS), many graduates still choose to work in the public or

corporate sectors rather than starting their own businesses.

Underemployment and youth unemployment are problems in Malawi, as they are in

many other developing countries. According to World Bank estimates based on data from

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the International Labor Organization (2021), Malawi's youth unemployment rate for

those aged 15 to 24 was 6.77% in 2023 (World Bank, n.d.). This situation highlights

broader socioeconomic factors influencing graduates' career choices and calls into

question the effectiveness of entrepreneurship education. Many graduates still opt to

work in the public or corporate sectors rather than launching their own businesses,

despite the fact that business and entrepreneurship courses are taught in institutions such

as Malawi University of Business and Applied Sciences (MUBAS).

1.1. Statement of the Problem

Even though there is a growing emphasis on giving university students business and

entrepreneurial skills, many Malawian graduates especially those from MUBAS still

choose traditional career paths rather than using these skills to launch their own

businesses. This pattern raises concerns about the fundamental factors influencing these

career decisions. It is unclear whether this is because of a lack of confidence in the

success of entrepreneurial endeavors, cultural expectations, restricted access to capital, or

economic uncertainty. To close the gap between the business knowledge students learn

and its application after graduation, it is imperative to have a deeper understanding of

these influencing factors. In order to inform policy development and establish support

networks that promote entrepreneurship as a feasible and alluring career path for recent

college graduates.

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1.2. Purpose of the Study

This study looks into the primary factors that influence MUBAS graduates' preference

for formal employment over entrepreneurship, even though they have been exposed to

entrepreneurship education. It searches for economic, social, and institutional barriers

that impede the practical application of entrepreneurial skills. The findings will influence

the development of policies that allow graduates to apply their business acumen,

ultimately strengthening Malawi's economy and generating employment.

1.3. Main Research Objective

The main research objective of the study is to investigate the major determinants of

students' preference for formal employment over self-employment following graduation

from public universities or other postsecondary educational institutions.

1.3.1. Specific Objectives

Specifically, the study attempts:

1. To learn more about how students perceive entrepreneurship as a viable

postgraduate career path.

2. To determine the institutional, social, and economic elements affecting students'

inclination toward formal employment

3. To suggest methods for encouraging MUBAS graduates to have an

entrepreneurial mindset.

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1.4. Research Questions

1.4.1 Main research question

In this study, the question of "what are the key factors that influence students'

preference for formal employment over entrepreneurship after completing tertiary

education in public universities?" has been addressed.

1.4.2 Specific questions

The following particular questions have been addressed by the study in order to assist

the researcher in responding to the main research question: Below is a list of the

particular queries:

1. How do MUBAS students feel about entrepreneurship as a feasible career

path after graduation

2. What economic, social, and institutional elements affect MUBAS students'

inclination toward formal employment over self-employment?

3. How does MUBAS's academic program affect students' decisions between

formal employment and starting their own business?

4. What tactics can be used to encourage MUBAS graduates to think like

entrepreneurs?

1.5. Significance of the Study

This study is crucial for determining the main factors that affect students'

inclination toward formal employment over self-employment following their

graduation from MUBAS's tertiary program. By examining students' attitudes,

motivations, and the institutional and socioeconomic factors that affect their

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 career choices particularly in developing nations like Malawi it closes a

knowledge gap (Grimshaw et al. 2017).

The results aided in the understanding of the importance of educational programs,

institutional support, and cultural expectations in shaping occupational

preferences by curriculum designers, policymakers, and educational institutions

(Fernandez-Valdivia et al., 2019). Additionally, given the limited opportunities

for formal employment, the study is anticipated to support initiatives to enhance

entrepreneurial education and raise graduates' economic self-sufficiency

(Audretsch et al. 2017).

1.6. Limitations of the Study

A number of limitations affected the research findings on the factors influencing

MUBAS students’ preference for formal employment over entrepreneurship.

Understanding these limitations is essential to guaranteeing the reliability and

validity of the results. The use of self-reported data from surveys and interviews is

one significant limitation. Response bias occur when participants give socially

acceptable answers or misremember past events. Participants were encouraged to

answer honestly and given confidentiality assurances in order to address this.

Accuracy were improved by cross-referencing self-reported data with academic

transcripts or behavioral observations.

The study's focus on MUBAS students is another drawback, which might restrict

how broadly the results can be applied to other organizations or areas. The distinct

socioeconomic and cultural setting of MUBAS might be different from what

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 students encounter elsewhere. The study will explicitly outline the contextual

elements specific to MUBAS in order to address this, and it will warn against

extrapolating results. To increase generalizability, future studies may involve

several institutions.

The cross-sectional design of the study also has the drawback of only collecting

data once, which may not take into consideration how students' beliefs or outside

factors may change over time and affect their preferences for employment. To

better understand how students' preferences, change over time in school, future

research could adopt a longitudinal approach.

The study employed follow-up reminders and incentives to encourage participants

in order to reduce non-response bias, which is a concern because if a significant

portion of selected participants decide not to respond or drop out during the study,

the resulting data may not accurately reflect the larger student body. Analyzing

the characteristics of non-respondents can also help assess and adjust for any

biases introduced. Lastly, unexpected events, such as policy changes or economic

shifts during the study period, influenced students' employment preferences,

confusing the results. Even though these events were beyond the researcher's

control, documenting and analyzing concurrent events helped contextualize the

findings.

The study aimed to improve the reliability and validity of its conclusions

regarding the variables influencing MUBAS students' employment preferences by

recognizing these limitations and implementing the suggested mitigating

strategies.

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CHAPTER 2: LITERATURE REVIEW

2.1. Introduction

This chapter covered the following topics: introduction, conceptual framework,

theoretical framework, empirical review, highlighted gaps, and chapter summary.

Numerous research in diverse contexts have looked into university graduates' preferences

for official employment over entrepreneurship. The current body of research investigates

how entrepreneurship education, socioeconomic situations, institutional frameworks, and

cultural attitudes influence graduates' job decisions. To establish the framework for

understanding the factors impacting MUBAS students' job choices, this chapter critically

reviews relevant ideas, empirical studies, and academic disputes. The review identifies

research gaps and provides insights that will guide the study's analysis by combining key

results from local and global perspectives.

2.2. Conceptual Framework

Figure 1 illustrates the conceptual basis for this project.

2.1.1. Employment Preference (Formal Work vs. Entrepreneurship)

Employment preference refers to university graduates' career options between formal

employment and entrepreneurship. According to studies, many graduates prefer formal

professions because they offer perceived stability, higher pay, and social security

benefits. However, a variety of factors influence entrepreneurial inclinations, including

self-efficacy, risk tolerance, and available possibilities (Krueger, 2009).

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Figure 1:Conceptual framework

Most students' work preferences are impacted by their curriculum, which either

encourages entrepreneurial mindsets or promotes traditional job-seeking attitudes.

According to research, graduates who receive practical entrepreneurship education are

more likely to pursue self-employment (Rauch and Hulsink, 2015). Zellweger et al.

(2011) found that institutional support, economic conditions, and social influences can

impact graduates' decision to pursue entrepreneurship or not.

2.1.2. Students Perception on Entrepreneurship

Entrepreneurship is widely recognized as a primary engine of economic growth,

innovation, and job creation. However, students' opinions of entrepreneurship have a

substantial impact on their future choices when they complete their university education.

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While many students see entrepreneurship as an appealing and viable career choice,

others prefer traditional employment due to perceived dangers, financial instability, and a

lack of support structures.

Many who go for entrepreneurship are drawn to it because it allows them to pursue their

passion, innovate, and have control over their work (Hisrich et al, 2017). However most

graduates do not venture in entrepreneurship because of financial risks. The fear of

startup failure and financial loss discourages students, especially in environments with

limited funding opportunities (Neneh, 2020). More to it, some students feel unprepared

due to lack of practical training in business management, risk assessment and opportunity

recognition (Lackeus, 2015).

2.1.3. Curriculum Influence

Curriculum influence serves as the intermediary between employment preference and the

external factors shaping graduates’ career decisions. A well-structured university

curriculum plays a crucial role in shaping students' mindsets, equipping them with

entrepreneurial skills, and fostering an innovative attitude toward self-employment (Nabi

et al., 2017). When the curriculum emphasizes practical entrepreneurship education,

problem-solving, and critical thinking, graduates are more likely to consider business

ventures as viable career options (Fayolle & Gailly, 2015).

2.1.4. Institutional Factors

Institutional factors refer to the policies, structures, and support mechanisms within

universities that shape students' career preferences. Universities play a critical role in

determining whether graduates lean toward formal employment or entrepreneurship

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through the resources they provide, the culture they promote, and the career pathways

they emphasize (Guerrero, Urbano, & Fayolle, 2016).

2.1.5. Social Factors

Social factors include the influence of family, peers, community values, and cultural

perceptions. In many African societies, including Malawi, there is a strong cultural

learning towards formal employment as a symbol of prestige and stability (Zellweger et

al., 2011).

Family expectations can discourage entrepreneurial risk-taking, especially if parents

expect a steady income or repayment of educational investments. On the other hand,

students from entrepreneurial family backgrounds may be more inclined toward business

due to early exposure and support. Peer influence and community success stories also

shape attitudes and aspirations, making social context a critical component of the

framework.

2.1.6. Economic Factors

Economic factors encompass macroeconomic conditions, access to financial resources,

market opportunities, and the broader business environment. In Malawi, persistent

challenges such as high youth unemployment, inflation, limited access to credit, and

underdeveloped markets can act as both motivators and deterrents to entrepreneurship

(Netshilinganedza, 2020).

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2.1.7. Strategies for fostering entrepreneurship mindset among Graduates.

An entrepreneurial mindset entails thinking creatively, taking measured risks, and having

the desire to make ideas a reality. It is distinguished by proactiveness, adaptability,

resilience, and a dedication to lifelong learning and personal development (Rae 2007).

Developing this mindset among graduates is critical for promoting innovation, economic

development, and self-employment, particularly in increasingly competitive and insecure

global labor markets.

Entrepreneurship education is widely considered as one of the most effective ways for

developing an entrepreneurial attitude. According to research, active, student-centered,

and experiential learning approaches outperform traditional lecture-based methods in

terms of cultivating entrepreneurial thinking and behavior. These tactics may include case

studies, simulation exercises, startup initiatives, and business plan competitions, which

allow students to interact directly with real-world entrepreneurial difficulties.

Practical experience is essential for developing entrepreneurial competencies. Higher

education institutions (HEIs) should work together with industry partners, startup

incubators, and government organizations to provide internships, mentorship programs,

and networking opportunities. Such collaborations expose students to real-world

entrepreneurial methods while also boosting their confidence and problem-solving

abilities (Volery et al., 2013).

Moreover, integrating interdisciplinary learning and encouraging innovation across

various academic fields can help students recognize opportunities and develop solutions

in diverse contexts. This holistic approach supports the development of critical thinking,

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creativity, and adaptability essential traits of successful entrepreneurs (Neck & Greene,

2011).

In addition, universities can establish entrepreneurship centers or innovation hubs that

serve as spaces for experimentation and idea incubation. These centers can provide

resources, mentorship, and seed funding to help students transform ideas into viable

ventures.

Ultimately, creating an entrepreneurial culture within the institution that supports

initiative, tolerates failure as a learning process, and celebrates success can significantly

enhance students' entrepreneurial orientation and aspirations.

2.3. Theoretical Framework

The existing literature proposes one main model for exploring factors influencing

student’s preference for formal employment over entrepreneurship upon tertiary

completion. The theory used is the Theory of Planned Behavior (TPB).

The theoretical framework refers to a foundational review of existing theories that serves

as a roadmap for developing the arguments you will use in your own work or study

(George, 2023). The theoretical framework which guides this study is the TPB which was

developed by Icek Ajzen in 1985 and it has been the most popular theory used in various

fields such as entrepreneurship for explaining how human behavior is influenced by

individual intentions. TBT is also known as the psychological model. According to this

theory, the behavioral intentions of person are influenced by key three factors: Attitudes

Toward Behavior (ATB), Subjective Norms (SN) and Perceived Behavioral Control

(PBC). This theory also proposes that these components collaborate to shape individual

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behavior in a specific situation (Ajzen 1991). For example, more positive attitudes toward

acts, favorable subjective standards, and more perceived behavioral control increase the

intention to engage in an activity (Ajzen, 1991). This approach applies to practically any

voluntary behavior, including the choosing of a professional vocation.

The first factor is Attitudes Towards Behavior. This refers to the individual’s behavior in

relation to positive or negative evaluations of performing a behavior in question. It is

more likely for an individual to have a positive attitude towards performing a specific

behavior if he/she believes that the behavior will lead to favorable outcomes.

Second, consider subjective norms. This refers to an individual's normative ideas that are

established because of their perception of performing a specific conduct under societal

pressure. Our behavior is influenced by what we perceive others anticipate from us. This

might refer to the expectations we have of our family, friends, role models, and society.

The final component is Perceived Behavioral Control. It refers to an individual's

assessment of how easy or difficult it will be to carry out a certain behavior based on

their previous experiences, anticipated barriers, and available resources. This component

encompasses both internal and environmental aspects, such as confidence in one's talents

and the presence of barriers or facilitators.

From a general view, it can be argued that once these three factors are combined, they

result into a behavioral intention which eventually lead to the actual behavior being

executed.

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2.4. Empirical Review

The empirical review examines studies related to the research title. Adebakin et al. (2020)

found paid employment to be the most preferred job option among undergraduates in

Nigerian public universities, influenced by factors like job security, perceived stability,

and the desire to use acquired knowledge and skills in a structured setting.

Stojanová and Tomšík (2014) highlight that the unemployment rate of university

graduates is affected by economic, social, and psychological factors, including labor

demand and supply, educational and professional structure, industry prestige, and

individual preferences. Netshilinganedza (2020) discovered that entrepreneurial

awareness, personality traits, and environmental factors influence students' attitudes

toward entrepreneurship as a career option, with constraints such as financial difficulties,

a lack of experience, licensing challenges, and a fear of failure also playing a part.

Specifically focusing on Malawi, Chimenya (2023) assessed students' attitudes towards

entrepreneurship and found that factors such as high tariffs, compromised contract

awarding procedures, perceived malpractices among entrepreneurs, and limited

government support hinder students’ entrepreneurial aspirations. The findings indicated

that the government needs to implement more measures beyond just curriculum

development and providing tools to technical and vocational graduates. These two

existing initiatives were deemed insufficient to cultivate students' interest in

entrepreneurship. Furthermore, it found that while entrepreneurship is an integrated

component of the national university curriculum, many students perceive these subjects

as irrelevant and disconnected from their core studies. Additionally, the study noted that

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students completing technical and vocational training programs receive tools to help them

establish their own businesses.

Gondwe (2018) highlighted the importance of entrepreneurship education in Malawi,

noting that while entrepreneurship education is being introduced in universities (e.g., the

Polytechnic) to address unemployment, there's a need to assess its effectiveness in

developing entrepreneurial intentions. The study found a substantial positive relationship

between entrepreneurship education and entrepreneurial inclinations. Among fifth-year

students exposed to entrepreneurship classes, 63% reported aspirations to establish their

own enterprises after graduation, compared to 28% of second-year students (control

group) (Gondwe, 2018, p. 35). These findings were consistent with previous research by

Peterman and Kennedy (2003) and Krueger and Brazcal (1994), who discovered that

organized entrepreneurship programs promote entrepreneurial intent by providing

students with practical skills and confidence.

Once again the study also highlighted that Malawi’s socio-economic context, where

entrepreneurship is often perceived as a fallback for the uneducated (FinScope, 2012).

Despite this, educated students exhibited higher entrepreneurial aspirations, aligning with

van der Sluis & Van Praag’s (2008) assertion that education improves business survival

rates. However, cultural biases toward formal employment in Malawi may temper the

immediate translation into actions, a limitation acknowledged by Gondwe (2018).

Nyirenda (2017) investigated the impact of entrepreneurship education on the

entrepreneurial inclinations of undergraduate students at Malawi Polytechnic. The major

findings demonstrate that entrepreneurship education has a considerable impact on

students' intentions to pursue entrepreneurial ventures. The study most likely looked at

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various aspects of entrepreneurship education, such as curriculum content, teaching

methodologies, and practical experience, and how these factors contribute to instilling an

entrepreneurial mindset in students and encouraging them to consider self-employment or

business creation as a viable career after graduation.

Adebakin et al. (2020) emphasize the importance of entrepreneurship education in

shaping students' job preferences, finding a significant relationship between

entrepreneurship education and undergraduates' job preference measures. The documents

also highlight the role of universities in promoting entrepreneurship by introducing

compulsory modules, providing training, creating budgets for start-up financing, and

encouraging participation in entrepreneurial activities.

Many undergraduates believe their qualifications will guarantee high salaries and

managerial roles after graduation, leading to a reluctance to acquire foundational

employment skills (Pop & Barkhuizen, 2010; Adebakin et al., 2015). These students

often feel their credentials exempt them from starting in entry-level positions, unlike

permanent workers without similar qualifications (Pop & Barkhuizen, 2010).

Additionally, new graduates frequently expect impartial treatment and equality with more

experienced peers. Olufunso’s (2010) study of 701 final-year students in South Africa

found weak entrepreneurial intentions among graduates, with most preferring

employment in private or public sectors.

Similarly, research in Ghana revealed that 64.5% of undergraduates (n=20) aspired to

work for others, while 25.8% (n=80) aimed for self-employment after entrepreneurship

education. A significant correlation was found between exposure to entrepreneurship

courses and career preferences (Owusu-Ansah & Poku, 2012). These findings highlight a

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broader trend: undergraduates overwhelmingly prioritize traditional employment over

entrepreneurship (Adebakin & Akinola, 2018).

Jenkins’ (2001) Anglo-Dutch study of hospitality students found that 77.5% expected

industry jobs post-graduation, with 70% anticipating corporate management roles within

a decade and 65% aiming for department management in five years. Conversely,

Slavtchev et al. (2012) examined how entrepreneurship education impacts career

intentions, distinguishing between short-term (post-graduation) and long-term (five-year)

goals. Using surveys from 2006 and 2008 at the University of Otago, they applied a

difference-in-difference approach to analyze students with no prior entrepreneurial

aspirations. Results showed a non-significant 9.1% decline in immediate entrepreneurial

intentions among course-takers, but 50% developed long-term aspirations versus 21.1%

in the control group, a statistically significant 28.9% gap. This aligns with Oosterbeek et

al. (2010), suggesting education shapes entrepreneurial intent through consistent

signaling.

Collins (2002) notes Turkish graduates expect managerial roles, yet employers perceive

them as unprepared due to overconfidence and poor adaptability. Harkison (2004) found

students realistically target middle management (e.g., supervisory roles) post-graduation,

emphasizing the need for clear career planning. However, Jenkins (2001) observed no

students planned to start businesses within five years, with only 70% aiming for self-

employment after a decade.

Career preferences are influenced by factors like family, socioeconomic status, and

parental education (Shumba & Naong, 2012; Wilson & Wilson, 1992). For instance,

Simoen-Fayomi (2011) links parental financial status and students’ employment

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perceptions to entrepreneurial behavior. Mau and Bikos (2000) found both parental

education and income shape job preferences, while Hossler and Stage (1992) highlight

education alone. Lazorenko (2007) notes higher job aspirations among students with

educated fathers and links academic performance/work experience to preferences. Family

occupation (Trice, 1991) and size (Downey, 1995) also play roles. Solesvik (2007) found

Ukrainian students with entrepreneurial parents showed stronger self-employment intent,

likely due to self-efficacy or family business ties.

Brunello et al. (2001) surveyed 6,829 European students, linking job preferences to field

of study, gender, age, and family background. Moy and Luk’s (2008) Chinese study

found gender and parental roles influence career intent, mediated by entrepreneurial self-

efficacy. Training in opportunity recognition was suggested to boost entrepreneurial

culture.

Gender also affects preferences.42% of males versus 30% of females expected career

roles post-graduation (Pitcher & Purcell, 1998). Dominitz and Manski (1996) noted

similar earnings expectations across U.S. student groups but significant individual

uncertainty. Overall, studies emphasize variables like salary expectations, work

environment, and parental education in shaping career choices (Hossler & Stage, 1992;

Mau & Bikos, 2000).

2.5. Gaps Identified

Despite extensive research on employment preferences among university graduates,

several gaps remain, particularly in the Malawian context:

• Limited Focus on MUBAS-Specific Factors

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 While research has examined the impact of entrepreneurship education, economic

conditions, and institutional support on graduates' job choices, there has been little

focus on MUBAS students. This research tries to overcome that gap by

investigating how curriculum design, institutional issues, and social influences

determine their occupational preferences.

• Lack of Empirical Data on the Effectiveness of Entrepreneurship Programs

Previous research has established that entrepreneurship education fosters self-

employment (Bae, 2014; Nabi, 2017). However, there is little empirical evidence

on how specialized entrepreneurship courses, startup incubation hubs, or

mentorship programs at Malawian universities, particularly MUBAS, affect

students' career decisions.

• Impact of Economic Constraints on Entrepreneurial Intentions

Many studies acknowledge financial constraints as a barrier to entrepreneurship

(Netshilinganedza, 2020), but there is insufficient research on how these

constraints influence Malawian students’ risk perceptions and decision-making

processes. Understanding these economic barriers can help design better support

systems.

• Institutional Policies and Government Support

Research has explored the role of universities in shaping students' entrepreneurial

mindsets (Guerrero, Urbano, & Fayolle, 2016), yet few studies analyze how

institutional policies and government initiatives affect students' motivation to

pursue self-employment in Malawi. This study will evaluate the effectiveness of

existing policies and identify areas for improvement.

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 • Social and Cultural Perceptions of Entrepreneurship

While previous research highlights social and cultural attitudes toward

entrepreneurship (Zellweger et al., 2011), there is limited data on how these

perceptions impact Malawian graduates’ willingness to start businesses. This

study will investigate whether societal expectations, family pressure, or peer

influence play a significant role in employment preference.

2.6. Chapter Summary

The literature review underscores the complex interplay between curriculum design,

institutional support, economic conditions, and social factors in shaping university

graduates’ employment preferences. While formal employment remains the dominant

choice due to perceived stability and financial security (Adebakin et al., 2020),

entrepreneurship emerges as a viable alternative when students receive adequate training,

mentorship, and funding opportunities (Walter & Block, 2016).

For MUBAS students, the study suggests that a curriculum emphasizing business

acumen, innovation, and hands-on entrepreneurial exposure can enhance self-

employment intentions. However, economic constraints, social perceptions, and

institutional policies must align to create an enabling environment. Addressing these

barriers through policy reforms, funding programs, and university-industry collaborations

can significantly increase graduates' willingness to pursue entrepreneurship.

This study filled the highlighted research gaps, providing significant insights on how

educational institutions can better equip students with the skills, mindset, and resources

required to build an entrepreneurial culture in Malawi.

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CHAPTER 3: METHODOLOGY

3.1. Chapter Overview.

This chapter describes the technique utilized in this study, which is the general approach

taken to analyze a certain research issue (Silverman, 2000). The chapter went over the

research paradigm, research design population and sampling strategy, data collection

methods, data analysis techniques, factors to consider while assuring validity and

reliability, and research ethics.

3.2. Research paradigm

A research paradigm refers to a method, model, or pattern for conducting research. This

study applied the interpretivism paradigm. This paradigm is often utilized in qualitative

research. The paradigm believes in the existence of several realities rather than a single

reality. According to this paradigm, human behavior is complicated and cannot be

anticipated using predetermined probabilities. Human behavior is not comparable to

scientific variables that can be easily controlled. The term interpretivism refers to

techniques of learning about the universe that rely on interpreting or grasping the

21 | P a g e
meaning that humans assign to their actions. In this study, the paradigm assisted in

understanding why graduates chose formal employment over entrepreneurship. Even

though this study only looked at MUBAS, this is how most graduates in Malawi behave.

3.3. Research design

This is the overarching plan or framework that the researcher uses to carry out a study. It

is a set of requirements for data collection and analysis that seeks to balance relevance to

the study purpose with procedural efficiency (Kothari, 2004). Denzin and Lincoln (2005)

define a research methodology or approach based on the nature of the research questions

and the issue under investigation. This study investigated the factors that influence

students' preference for conventional employment versus entrepreneurship. As a result,

qualitative research used in the study since it reinforces knowledge and interpretation of

the intents underlying a specific human behavior, which is one of the factors driving

graduates to seek formal employment rather than entrepreneurial opportunities.

Qualitative research approach entails gathering and analyzing non-numerical data in

order to comprehend thoughts, beliefs, or experiences. (Creswell and Poth, 2018). It

provides a thorough grasp of the topic by eliciting participants' experiences, perceptions,

and understanding of a specific problem.

3.3.1. Population

Burns and Grove (1993:779) define a population as all elements (individuals, objects, and

events) that match the study's sample criteria. The population in this study consisted of all

final-year MUBAS students who are deciding whether to pursue entrepreneurship or seek

employment. Choosing these final-year students was the ideal option because they were

22 | P a g e
more accessible than fresh grads. To focus the research, the study population only

included final-year students from the School of Education, Communication, and Media

Studies.

3.3.2. Sampling strategy

According to Kothari (2004), researchers must recruit volunteers who accurately

represent the characteristics of the overall community. These individuals constitute a

sample, and the process of selecting them is known as sampling (Gelman & Hill, 2006).

Selecting a representative sample is critical to ensure that study findings may be applied

broadly. A sample, as a subset of the population, allows researchers to draw conclusions

about the entire group (Burns & Grove, 2010). Sampling methods are broadly divided

into two types: probability and non-probability sampling.

When conducting research many types of sampling are possible, although researchers in

qualitative research usually focus on relatively small sample (Lywell, 1998). In this

study purposive sampling was used to select only those participants who will be able to

provide more and important data on the study. By targeting fourth year students

constituting of EBS4, TED4, BTECH4, BAJ4 and BBC4 students under the School of

Education, Communication and Media Studies, these participants chosen had knowledge,

experience or possess specific characteristics regarding to the study.

[Link]. Sample size and allocation

Sampling involves the deliberate and purposeful selection of individuals or cases from

larger population to participate in a study. Sample size is defined as the number of

observations used for determining the estimations of a given population. General

guidelines suggest that 10-30 participants may be sufficient for interviews in qualitative

23 | P a g e
studies while creswell (1998) suggests that sample size ranging from 5 - 25 is sufficient

for interviews. But the sample size of the study is derived from the targeted population of

which the total targeted population for this study is 250. Therefore, this study used a

sample size of 25 participants from the department of Applied Education. The tables

below show the distribution of the participants.

Table 1:The targeted population size.

STAKEHOLDER PERCENTAGE (%) PARTICIPANTS

EBS4 20 50

BTECH4 20 50

BBC4 20 50

BAJ4 20 50

TED4 20 50

TOTAL 100 250

Based on these estimates, a sample size of around 25 participants is considered sufficient

for collecting qualitative data. To maintain representativeness, participants were

proportionally distributed across the different participants

Table 2:The total sample size

STAKEHOLDER PERCENTAGE (%) PARTICIPANTS

EBS4 20 5

BTECH4 20 5

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 BBC4 20 5

BAJ4 20 5

TED4 20 5

TOTAL 100 25

This allocation ensures that every stakeholder group is represented in the survey,

corresponding to their proportional presence in the overall population, assuming the

estimates are accurate.

3.4. Data collection

Primary data was utilized in this study. Primary data refers to the information collected

firsthand by the researcher for the specific purpose of addressing the research problem.

(Kuma, 2019). Data was collected using focus groups. This is the way of collecting data

which involves engaging a small group of people in an informal group discussion,

‘Focuses” on a particular topic or set of issues. The study used 5 groups to collect data.

The groups were divided according to program the participants belong in education

department.

3.4. Data analysis

The data was examined thematically. This is a qualitative research approach for

identifying, analyzing, and reporting on themes in data. It offers a flexible and systematic

way to understanding participants' perspectives, experiences, and behaviors. It consists of

several processes, including familiarization with the data, creating codes, searching for

25 | P a g e
themes, reviewing themes, defining and naming themes, and finally producing a complete

report.

3.5. Validity and reliability

To assure the quality and credibility of the research findings, this study prioritized

validity and reliability in data collection and analysis.

3.6.1 Validity

According to Creswell (2014), validity relates to how accurately the research assesses

what it claims to measure. To increase the validity of this investigation, the following

strategies were used:

Pilot testing was used to establish the study's validity. The pilot study allowed the

researcher to identify and address potential problems with the instruments, procedures,

and data collection methods before the main study begins. This early spotting of

problems aided in the correctness of the research.

The subjects were given questionnaire and were asked to complete it in presence of the

researcher. This is to ensure that the participants do not give the questionnaire to others to

answer on their behalf.

In addition, the research questions were clearly articulated making sure they align well

with objectives of the study. More to it, the researcher followed established data

collection procedure to ensure accuracy and consistency.

26 | P a g e
3.6.2 Reliability

According to Creswell (2014), reliability refers to the consistency and replicability of

study findings. To ensure reliability, the researcher documented each stage of the

research process so that others can duplicate the findings.

The subjects were offered a comfortable location to sit while responding to the

intesrview. The windows of the room were open to allow fresh air to circulate. To

provide privacy and prevent disruptions, a "do not disturb" sign was placed on the door.

To protect confidentiality, the subjects did not put their names on the questionnaire.

3.7 Ethical Consideration.

Conducting research necessitates not only skill and diligence, but also truthfulness and

integrity. This is done to preserve the participants’ rights. To ensure the study's ethicality,

confidentiality and informed consent was prioritized.

Informed consent is where the participants agree to participate in the study voluntarily. It

is usually reached after disclosing the purpose of the study. The participants were

informed of their rights to participate voluntarily in the study or decline to participate and

to withdraw participation at any stage without any penalty.

Confidentiality indicates that the information provided by participants will not be

publicly released in a way that would identify them (Hungler, 1995). In this study,

confidentiality was preserved by keeping the collected data private and not disclosing the

subjects' identity when reporting on the study. In addition, no identifying information was

recorded on the questionnaire, and each questionnaire was numbered following data

collection.

27 | P a g e
3.8 Conclusion

This chapter examined the study's methodology, which included the study area, design,

paradigm, sample size, sampling process, validity and reliability data analysis, and ethical

considerations. The fourth chapter will focus on data presentation and analysis.

CHAPTER 4: PRESENTATION OF FINDINGS AND DATA ANALYSIS.

4.1 Chapter Overview
The study aimed at investigating the major determinants of student's preferences for
formal employment over self-employment following graduation from public
universities or other post-secondary educational institutions. To achieve this, the
study used the following research questions;
1. How do MUBAS students feel about entrepreneurship as a feasible career path after

graduation?

2. What economic, social, and institutional elements affect MUBAS students'

inclination toward formal employment over self-employment?

3. How does MUBAS's academic program affect students' decisions between formal

employment and starting their own business?

4. What tactics can be used to encourage MUBAS graduates to think like entrepreneurs?

The data was collected at MUBAS as a public university which was used as a case study
in the study. The data was collected using focus groups from five groups all from the
school of Education, Communication and Media Studies which include (EBS, TED, BAJ,
28 | P a g e
BBC and BTECH). Each class had five representatives forming a group, this brought the
number of participants to 25. The data was collected using interview guide and were
recorded and then transcribed. This chapter therefore present the results according to each
research question and provide a discussion of the findings.

4.2 HOW DO MUBAS STUDENTS FEEL ABOUT ENTREPRENEURSHIP AS A

FEASIBLE CAREER PATH AFTER GRADUATION?

According to the results found, most students indicated that starting their own business

after graduation is what comes to their mind when they look at job industry. Some

participants indicated that this is because to find a job in Malawi a person is required to

have prior experience. Some also indicated that they feel starting their own business

because they have been equipped with business skills. On the other hand, very few

participants indicated that they think of being employed after graduation citing that

employment provides a starting point and helps in building networks for future business.

The following are few selected responses from the participants.

BUSINESS P4: “Business, because jobs are not

enough in Malawi”
EBS

TED
P1: “Business is the best because it gives

freedom and you can grow yourself” P2: “Business comes to my mind but am

also afraid of failing”

P2: “I think of Business because I want

to be independent” P4: “Business is good”

29 | P a g e
BBC P1: “Starting business”

P1: “Business is a priority because jobs P2: “Business”

demand experience”
P3: “Starting Business”

P2: “Business because the job market is

BTECH
not in good condition and there are no

job opportunities” P1: “Business”

P3: “Starting y own business since have P2: “Both Business and employment”

been equipped with business skills”

P3: “Business”

BAJ

The participants were also asked on whether they vie entrepreneurship as a viable and

desirable career path, or it is considered as a resort for those who cannot find formal

employment. The results shows that most participants indicated that entrepreneurship is

a viable and desirable career.

BTECH

P1-P5: indicated that entrepreneurship is a viable career choice.

BAJ

P1, P2 and P3: Indicated that entrepreneurship is a viable path

BBC

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P1, P3, and P5: Indicated it is a viable career path

TED

P1: “Entrepreneurship is a good path if you have support”

P3: “It is a good path to those who are brave”

P5: “It is a good career if you have capital”

Advantages of Formal employment

Participants indicated that even though most of them have ideas of starting their own

business, the formal employment is advantageous in such ways as it has stable salary,

easy entry, job is secure, and that the employee earn respect from the society.

Disadvantages of Own Businesses

The participants also indicated that business is too risky, it needs experiences as well, it is

not guaranteed to win as at ties it can bring losses.

4.3 What economic, social, and institutional elements affect MUBAS students'
inclination toward formal employment over self-employment?
4.3.1 Institution Factors

The participants were asked on how do MUBAS support students interested in

entrepreneurship. The responses indicated MUBAS support students interested in

entrepreneurship through different ways like introducing entrepreneurship courses,

conducting business workshop, providing physical premises, and MUBAS has introduced

an innovation hub. This shows that MUBAS fully support entrepreneurship.

31 | P a g e
Even though, MUBAS provide support to students interested in entrepreneurship, many

participants indicated that the support provided is inadequate. The indicated that the

support is not enough, usually theory not providing practical practice to students on

entrepreneurship.

MUBAS provide career guidance regarding formal employment and self-employment.

Most participants indicated that the way the career guidance and school curriculum is

structure, t channel them to get employment not necessarily self-employment. The

students are prepared to become employees of an organization/institution.

The participants were also asked if it is easy to access practical resources like funding or

business advice. Most of them indicated that only business advice is given to them but for

funding it is scarce. Some participants pointed out that despite some schools at MUBAS

signing Memorandum of Understanding like that of School of Education,

Communication and Media studies with FDH and NEEF for financial support to students

very few benefits from this initiative.

4.3.2 Social Factors

The participants were also asked the expectations and attitudes of their family members

and friends. The responses shows that their family members and friends believe that if

they go into entrepreneurship, they might do better in their life. Despite having some who

say they should do both so that they get support from two sides.

The participants were asked, how do formal employment perceived in ther society

comparing to entrepreneurship. The results indicate that most people in Malawi and the

32 | P a g e
societies of the participants believe that formal employment is better as there is no or less

pressure comparing to entrepreneurship. Despite indicating that formal employment is

perceived better, but the participants also indicated that people do succeed in

entrepreneurship, and they mentioned some known examples of those who have been

successful in entrepreneurship in their society including dazzle credit technologies,

Mikozi and many more.

4.3.3. Economic Factors

The participants were asked how economic situations in Malawi influence their

willingness to start business after graduation. The participants indicated that the economy

is not stable, with high inflation, which discourage them from starting businesses. Most

participants indicated that they do not have financial capacity to overcome the risks

involved in starting new business.

4.4 How does MUBAS's academic program affect students' decisions between
formal employment and starting their own business?

The participants were asked on the relevance of entrepreneurship courses offered at

MUBAS to real world. The respondents indicated that mostly the courses are relevant but

not enough since they mostly provide theory only lacking practice. Others indicated that

the courses are useful but require improvement. The participants also indicated that the

courses provided at MUBAS provide students with little or no hands-on practice for

entrepreneurship with some indicating that there is no hands-on experience provided only

theory. The participants also provided what they wish to have to improve the taking of

entrepreneurship at MUBAS by students soon after graduation. They indicated that the

33 | P a g e
institution should provide spaces for students to share business ideas and bring more

people who are successful n businesses outside school during business seminars. In order

to shift the preference of new graduate from formal employment to entrepreneurship, the

participants indicated that the students need to be given startup capital while their minds

are fresh, organizing entrepreneurship competitions with prizes that are worth it, the

school should partner with more companies in additions to the ones present and that more

business courses should be provided to all students regardless of the program they are

doing.

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APPENDIX 1: WORK PLAN (ACTIVITIES AND TIME ALLOCATION)

The research will be conducted over a six-month period from May to October 2025. The

table below outlines the key activities and the corresponding time frames allocated to

each task to ensure smooth progression of the study from planning to completion.

Activity May June July August Septembe October

r
Finalization of Research ✓
Proposal and Approval
Development of Research ✓ ✓
Instruments
Pre-testing and Refinement of ✓
Instruments
Data Collection (Surveys and ✓ ✓
Interviews)
Data Cleaning and ✓
Organization
Data Analysis (Quantitative ✓ ✓
and Qualitative)

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 Interpretation and Discussion ✓
of Findings
Report Writing and ✓ ✓
Compilation
Submission and Presentation of ✓
Final Report

APPENDIX 2: BUDGET (ITEM AND COSTING PLUS CONTINGENCY)

The estimated budget for this study includes all key components necessary for successful

completion, including data collection, transport, printing, and miscellaneous costs. A

contingency allocation has also been included to cater for any unforeseen expenses.

Item Description Estimated Cost

(MWK)

Printing and Photocopying (questionnaires, consent forms, 45,000

etc.)

Internet and Communication (airtime, data bundles) 25,000

Stationery (pens, notebooks, files, etc.) 10,000

Typing and Binding of Final Report 30,000

Contingency (10% of total estimated costs) 11,000

Total Estimated Cost 121,000 MWK

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44 | P a g e
APPENDIX 3: CONSENT LETTER

45 | P a g e
APPENDIX 4: INTERVIEW GUIDE.

EXPLORING FACTORS INFLUENCING STUDENTS PREFERENCE FOR

FORMAL EMPLOYMENT OVER ENTERPRENEURSHIP UPON TERTIARY
COMPLETION: Case of MUBAS

The interview will take about (60-75) Minutes using focus groups

Introduction

● Thank participants for their time and contribution

● The study aims to understand why MUBAS students often prefer formal
employment over entrepreneurship after graduation, despite access to
entrepreneurship education
● All responses will be kept confidential and anonymized. No names will be used in
reporting.
Rules

● Encourage everyone to share their views; there are no right or wrong answers
● One person speaks at a time
● Respect diverse opinions
● The session will be recorded for accurate transcription
SECTION A: PERCEPTION ON ENTERPRENEURSHIP

1. When you think about your career after MUBAS, what are the first few things
that come to you mind regarding formal employment versus starting your own
business?
2. How do you view entrepreneurship? Is it generally seen as a viable and desirable
career path, or is it considered a last resort for those who cannot find formal
employment?
3. What are the perceived advantages of formal employment and perceived
disadvantages of formal employment?
4. Since joining MUBAS, have your perceptions of entrepreneurship changed? If so,
in what ways?
SECTION B: INSTITUTIONAL, SOCIAL AND ECONOMIC INFLUENCES

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Institutional Factors

1. How does MUBAS as an institution, support students interested in

entrepreneurship?
2. Is the support adequate?
3. In what ways do you think the support is adequate or inadequate?
4. How does MUBAS career guidance influence students' expectations regarding
formal employment versus self-employment?
5. Is it easy for MUBAS students to access practical resources like funding or
business advice?
Social Factors

1. What are the attitudes of your family and peers regarding your career choice? Are
there expectations to pursue a stable, formal job?
2. How is formal employment perceived in Malawian society, compared to
entrepreneurship?
3. Are there successful entrepreneurs from MUBAS or your community that you
look up to?
4. How do these examples influence your career aspirations?
Economic

1. How do the current economic conditions (Inflation, access to capital, Market

stability) in Malawi influence your willingness to start business right after
graduation?
2. Do you think you have financial capacity required to handle the risks associated
with starting a business?
3. How does the expectation of repaying student loans or generating stable income
quickly influence your preference for formal employment?
SECTION C: CURRICULUM INFLUENCE AND FOSTERING
ENTERPRENEURIAL MINDSET

1. How relevant do you find entrepreneurship courses offered at MUBAS to real-

world business challenges in Malawi?

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 2. To what extent do MUBAS courses provide practical, hands-on experience rather
than just theoretical knowledge?
3. What specific changes or initiatives would you suggest MUBAS implement to
better encourage an entrepreneurial mindset among graduates?
4. What strategies do you believe would be most effective in shifting the preference
toward entrepreneurship?

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