Dorasamy, NirmalaIlugbusi, SegunAdesina, Oluwaseun Temitayo2025-10-092025-10-092025-09https://hdl.handle.net/10321/6225Submitted in fulfilment of the requirements of the degree of Master in Public Administration, Durban University of Technology, Durban, South Africa, 2024.Entrepreneurship education plays a pivotal role in fostering economic development, reducing poverty, and generating employment opportunities, particularly in emerging economies like Nigeria. Recognising the significance of this, the Nigerian government has implemented various socio-economic policies to support undergraduate entrepreneurship. This study evaluated the effectiveness of the Afe Babalola University Entrepreneurship Programme in equipping its participants with essential entrepreneurial skills. The research focused on analysing the impact of the programme on student success, exploring the motivations for pursuing entrepreneurship, examining the role of technology and mentorship, and identifying the challenges faced by participants. Using a mixed methods approach, this study adopted an explanatory sequential design, integrating both quantitative and qualitative data to achieve a comprehensive analysis. The quantitative phase consisted of a survey administered to 324 final-year students, selected through simple random sampling. In the qualitative phase, face-to-face interviews were conducted with eight lecturers, purposefully selected for their involvement in teaching within the entrepreneurship programme. Data from both phases were collected and analysed separately, then sequentially integrated to address the research questions comprehensively. The quantitative data were analysed using SPSS version 26.0, focusing on frequencies, percentages, means, and standard deviations. Meanwhile, the qualitative data were transcribed and subjected to thematic analysis, with NVivo software used to assist in the analysis. The findings revealed that 96% of the students had attended entrepreneurship classes, and the majority felt adequately prepared for entrepreneurial ventures. The study also revealed that the primary motivations for pursuing entrepreneurship included passion for specific industries, financial potential, and the desire for independence. Despite these positive outcomes, the research identified that entrepreneurial growth. Furthermore, while 64% of the respondents felt they received sufficient support from the university, there remains a need for enhanced practical resources and opportunities for handson experience. In conclusion, the Afe Babalola University Entrepreneurship Programme demonstrates significant strengths in fostering entrepreneurial readiness among students. However, to further strengthen the programme, it is essential to address the identified challenges, particularly in areas like funding, practical skills development, and resource availability, to ensure the programme's long-term success and impact on Nigeria's entrepreneurial ecosystem266 penEntrepreneurshipAttainmentProgrammeEntrepreneurship--NigeriaUniversities and collegesCollege students--Nigeria--AttitudesVocational educationEntrepreneurship--Study and teaching (Higher)Thesishttps://doi.org/10.51415/10321/6225