Competency-Based Entrepreneurship Education: Analysis of the Disruptive Innovation Theory in African HEIs

As a direct consequence of new modes of teaching, higher education has evolved tremendously leading to innovative scholarships that unsettle established institutional structures and academic practices. Within the African context, entrepreneurship is gaining increasing mention as a discipline at HEIs given the potential employment and GDP contribution benefits. Recently, a curriculum delivery shift from traditional coursework to a variety of experiential learning options seems to be the trend. In this high-quality, personalised approach, the focus is not only on the level of competency achieved by the student but also on validating the learning experience. Aiming to contribute to knowledge in this area, the purpose of this paper is twofold. First, it evaluates the impact of innovative learning initiatives on the current model of entrepreneurship education. Second, it highlights organisational factors and change management practices that facilitate the effective adoption of CBE by HEIs. Being qualitative, this study reviews literature on innovative entrepreneurship teaching approaches; considered along with competency-based education and pedagogy in the HEIs; and the four elements of the disruptive innovation theory. Towards facilitating disruptive innovation that transforms entrepreneurship education; relevant recommendations are offered for policymakers.