Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions: Perspectives of Graduates Transitioning into the Labour Market

Rethinking Entrepreneurship Modules in Ghanaian... | F1000Research "use strict";function _typeof(t){return(_typeof="function"==typeof Symbol&&"symbol"==typeof Symbol.iterator?function(t){return typeof t}:function(t){return t&&"function"==typeof Symbol&&t.constructor===Symbol&&t!==Symbol.prototype?"symbol":typeof t})(t)}!function(){var t=function(){var t,e,o=[],n=window,r=n;for(;r;){try{if(r.frames.__tcfapiLocator){t=r;break}}catch(t){}if(r===n.top)break;r=r.parent}t||(!function t(){var e=n.document,o=!!n.frames.__tcfapiLocator;if(!o)if(e.body){var r=e.createElement("iframe");r.style.cssText="display:none",r.name="__tcfapiLocator",e.body.appendChild(r)}else setTimeout(t,5);return!o}(),n.__tcfapi=function(){for(var t=arguments.length,n=new Array(t),r=0;r 3&&2===parseInt(n[1],10)&&"boolean"==typeof n[3]&&(e=n[3],"function"==typeof n[2]&&n[2]("set",!0)):"ping"===n[0]?"function"==typeof n[2]&&n[2]({gdprApplies:e,cmpLoaded:!1,cmpStatus:"stub"}):o.push(n)},n.addEventListener("message",(function(t){var e="string"==typeof t.data,o={};if(e)try{o=JSON.parse(t.data)}catch(t){}else o=t.data;var n="object"===_typeof(o)&&null!==o?o.__tcfapiCall:null;n&&window.__tcfapi(n.command,n.version,(function(o,r){var a={__tcfapiReturn:{returnValue:o,success:r,callId:n.callId}};t&&t.source&&t.source.postMessage&&t.source.postMessage(e?JSON.stringify(a):a,"*")}),n.parameter)}),!1))};"undefined"!=typeof module?module.exports=t:t()}(); dataLayer = dataLayer || []; // Standard GTM initialization - Google Consent Mode handles consent automatically (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start': new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0], j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src= 'https://www.googletagmanager.com/gtm.js?id='+i+dl+ '>m_auth=hzk0Vc3qFsQYhCrIoHz68A>m_preview=env-1>m_cookies_win=x';f.parentNode.insertBefore(j,f); })(window,document,'script','dataLayer','GTM-MWFK8L5J'); ;window.NREUM||(NREUM={});NREUM.init={distributed_tracing:{enabled:true},privacy:{cookies_enabled:true},ajax:{deny_list:["bam.nr-data.net"]}}; ;NREUM.loader_config={accountID:"438030",trustKey:"438030",agentID:"772317073",licenseKey:"97f8f67f26",applicationID:"772317073"} ;NREUM.info={beacon:"bam.nr-data.net",errorBeacon:"bam.nr-data.net",licenseKey:"97f8f67f26",applicationID:"772317073",sa:1} ;/*! For license information please see nr-loader-spa-1.236.0.min.js.LICENSE.txt */ (()=>{"use strict";var e,t,r={5763:(e,t,r)=>{r.d(t,{P_:()=>l,Mt:()=>g,C5:()=>s,DL:()=>v,OP:()=>T,lF:()=>D,Yu:()=>y,Dg:()=>h,CX:()=>c,GE:()=>b,sU:()=>_});var n=r(8632),i=r(9567);const o={beacon:n.ce.beacon,errorBeacon:n.ce.errorBeacon,licenseKey:void 0,applicationID:void 0,sa:void 0,queueTime:void 0,applicationTime:void 0,ttGuid:void 0,user:void 0,account:void 0,product:void 0,extra:void 0,jsAttributes:{},userAttributes:void 0,atts:void 0,transactionName:void 0,tNamePlain:void 0},a={};function s(e){if(!e)throw new Error("All info objects require an agent identifier!");if(!a[e])throw new Error("Info for ".concat(e," was never set"));return a[e]}function c(e,t){if(!e)throw new Error("All info objects require an agent identifier!");a[e]=(0,i.D)(t,o),(0,n.Qy)(e,a[e],"info")}var u=r(7056);const d=()=>{const e={blockSelector:"[data-nr-block]",maskInputOptions:{password:!0}};return{allow_bfcache:!0,privacy:{cookies_enabled:!0},ajax:{deny_list:void 0,enabled:!0,harvestTimeSeconds:10},distributed_tracing:{enabled:void 0,exclude_newrelic_header:void 0,cors_use_newrelic_header:void 0,cors_use_tracecontext_headers:void 0,allowed_origins:void 0},session:{domain:void 0,expiresMs:u.oD,inactiveMs:u.Hb},ssl:void 0,obfuscate:void 0,jserrors:{enabled:!0,harvestTimeSeconds:10},metrics:{enabled:!0},page_action:{enabled:!0,harvestTimeSeconds:30},page_view_event:{enabled:!0},page_view_timing:{enabled:!0,harvestTimeSeconds:30,long_task:!1},session_trace:{enabled:!0,harvestTimeSeconds:10},harvest:{tooManyRequestsDelay:60},session_replay:{enabled:!1,harvestTimeSeconds:60,sampleRate:.1,errorSampleRate:.1,maskTextSelector:"*",maskAllInputs:!0,get blockClass(){return"nr-block"},get ignoreClass(){return"nr-ignore"},get maskTextClass(){return"nr-mask"},get blockSelector(){return e.blockSelector},set blockSelector(t){e.blockSelector+=",".concat(t)},get maskInputOptions(){return e.maskInputOptions},set maskInputOptions(t){e.maskInputOptions={...t,password:!0}}},spa:{enabled:!0,harvestTimeSeconds:10}}},f={};function l(e){if(!e)throw new Error("All configuration objects require an agent identifier!");if(!f[e])throw new Error("Configuration for ".concat(e," was never set"));return f[e]}function h(e,t){if(!e)throw new Error("All configuration objects require an agent identifier!");f[e]=(0,i.D)(t,d()),(0,n.Qy)(e,f[e],"config")}function g(e,t){if(!e)throw new Error("All configuration objects require an agent identifier!");var r=l(e);if(r){for(var n=t.split("."),i=0;i {r.d(t,{D:()=>i});var n=r(50);function i(e,t){try{if(!e||"object"!=typeof e)return(0,n.Z)("Setting a Configurable requires an object as input");if(!t||"object"!=typeof t)return(0,n.Z)("Setting a Configurable requires a model to set its initial properties");const r=Object.create(Object.getPrototypeOf(t),Object.getOwnPropertyDescriptors(t)),o=0===Object.keys(r).length?e:r;for(let a in o)if(void 0!==e[a])try{"object"==typeof e[a]&&"object"==typeof t[a]?r[a]=i(e[a],t[a]):r[a]=e[a]}catch(e){(0,n.Z)("An error occurred while setting a property of a Configurable",e)}return r}catch(e){(0,n.Z)("An error occured while setting a Configurable",e)}}},6818:(e,t,r)=>{r.d(t,{Re:()=>i,gF:()=>o,q4:()=>n});const n="1.236.0",i="PROD",o="CDN"},385:(e,t,r)=>{r.d(t,{FN:()=>a,IF:()=>u,Nk:()=>f,Tt:()=>s,_A:()=>o,il:()=>n,pL:()=>c,v6:()=>i,w1:()=>d});const n="undefined"!=typeof window&&!!window.document,i="undefined"!=typeof WorkerGlobalScope&&("undefined"!=typeof self&&self instanceof WorkerGlobalScope&&self.navigator instanceof WorkerNavigator||"undefined"!=typeof globalThis&&globalThis instanceof WorkerGlobalScope&&globalThis.navigator instanceof WorkerNavigator),o=n?window:"undefined"!=typeof WorkerGlobalScope&&("undefined"!=typeof self&&self instanceof WorkerGlobalScope&&self||"undefined"!=typeof globalThis&&globalThis instanceof WorkerGlobalScope&&globalThis),a=""+o?.location,s=/iPad|iPhone|iPod/.test(navigator.userAgent),c=s&&"undefined"==typeof SharedWorker,u=(()=>{const e=navigator.userAgent.match(/Firefox[/\s](\d+\.\d+)/);return Array.isArray(e)&&e.length>=2?+e[1]:0})(),d=Boolean(n&&window.document.documentMode),f=!!navigator.sendBeacon},1117:(e,t,r)=>{r.d(t,{w:()=>o});var n=r(50);const i={agentIdentifier:"",ee:void 0};class o{constructor(e){try{if("object"!=typeof e)return(0,n.Z)("shared context requires an object as input");this.sharedContext={},Object.assign(this.sharedContext,i),Object.entries(e).forEach((e=>{let[t,r]=e;Object.keys(i).includes(t)&&(this.sharedContext[t]=r)}))}catch(e){(0,n.Z)("An error occured while setting SharedContext",e)}}}},8e3:(e,t,r)=>{r.d(t,{L:()=>d,R:()=>c});var n=r(2177),i=r(1284),o=r(4322),a=r(3325);const s={};function c(e,t){const r={staged:!1,priority:a.p[t]||0};u(e),s[e].get(t)||s[e].set(t,r)}function u(e){e&&(s[e]||(s[e]=new Map))}function d(){let e=arguments.length>0&&void 0!==arguments[0]?arguments[0]:"",t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:"feature";if(u(e),!e||!s[e].get(t))return a(t);s[e].get(t).staged=!0;const r=[...s[e]];function a(t){const r=e?n.ee.get(e):n.ee,a=o.X.handlers;if(r.backlog&&a){var s=r.backlog[t],c=a[t];if(c){for(var u=0;s&&u {let[t,r]=e;return r.staged}))&&(r.sort(((e,t)=>e[1].priority-t[1].priority)),r.forEach((e=>{let[t]=e;a(t)})))}function f(e,t){var r=e[1];(0,i.D)(t[r],(function(t,r){var n=e[0];if(r[0]===n){var i=r[1],o=e[3],a=e[2];i.apply(o,a)}}))}},2177:(e,t,r)=>{r.d(t,{c:()=>f,ee:()=>u});var n=r(8632),i=r(2210),o=r(1284),a=r(5763),s="nr@context";let c=(0,n.fP)();var u;function d(){}function f(e){return(0,i.X)(e,s,l)}function l(){return new d}function h(){u.aborted=!0,u.backlog={}}c.ee?u=c.ee:(u=function e(t,r){var n={},c={},f={},g=!1;try{g=16===r.length&&(0,a.OP)(r).isolatedBacklog}catch(e){}var p={on:b,addEventListener:b,removeEventListener:y,emit:v,get:x,listeners:w,context:m,buffer:A,abort:h,aborted:!1,isBuffering:E,debugId:r,backlog:g?{}:t&&"object"==typeof t.backlog?t.backlog:{}};return p;function m(e){return e&&e instanceof d?e:e?(0,i.X)(e,s,l):l()}function v(e,r,n,i,o){if(!1!==o&&(o=!0),!u.aborted||i){t&&o&&t.emit(e,r,n);for(var a=m(n),s=w(e),d=s.length,f=0;fn,p:()=>i});var n=r(2177).ee.get("handle");function i(e,t,r,i,o){o?(o.buffer([e],i),o.emit(e,t,r)):(n.buffer([e],i),n.emit(e,t,r))}},4322:(e,t,r)=>{r.d(t,{X:()=>o});var n=r(5546);o.on=a;var i=o.handlers={};function o(e,t,r,o){a(o||n.E,i,e,t,r)}function a(e,t,r,i,o){o||(o="feature"),e||(e=n.E);var a=t[o]=t[o]||{};(a[r]=a[r]||[]).push([e,i])}},3239:(e,t,r)=>{r.d(t,{bP:()=>s,iz:()=>c,m$:()=>a});var n=r(385);let i=!1,o=!1;try{const e={get passive(){return i=!0,!1},get signal(){return o=!0,!1}};n._A.addEventListener("test",null,e),n._A.removeEventListener("test",null,e)}catch(e){}function a(e,t){return i||o?{capture:!!e,passive:i,signal:t}:!!e}function s(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2],n=arguments.length>3?arguments[3]:void 0;window.addEventListener(e,t,a(r,n))}function c(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2],n=arguments.length>3?arguments[3]:void 0;document.addEventListener(e,t,a(r,n))}},4402:(e,t,r)=>{r.d(t,{Ht:()=>u,M:()=>c,Rl:()=>a,ky:()=>s});var n=r(385);const i="xxxxxxxx-xxxx-4xxx-yxxx-xxxxxxxxxxxx";function o(e,t){return e?15&e[t]:16*Math.random()|0}function a(){const e=n._A?.crypto||n._A?.msCrypto;let t,r=0;return e&&e.getRandomValues&&(t=e.getRandomValues(new Uint8Array(31))),i.split("").map((e=>"x"===e?o(t,++r).toString(16):"y"===e?(3&o()|8).toString(16):e)).join("")}function s(e){const t=n._A?.crypto||n._A?.msCrypto;let r,i=0;t&&t.getRandomValues&&(r=t.getRandomValues(new Uint8Array(31)));const a=[];for(var s=0;s {r.d(t,{Bq:()=>n,Hb:()=>o,oD:()=>i});const n="NRBA",i=144e5,o=18e5},7894:(e,t,r)=>{function n(){return Math.round(performance.now())}r.d(t,{z:()=>n})},7243:(e,t,r)=>{r.d(t,{e:()=>o});var n=r(385),i={};function o(e){if(e in i)return i[e];if(0===(e||"").indexOf("data:"))return{protocol:"data"};let t;var r=n._A?.location,o={};if(n.il)t=document.createElement("a"),t.href=e;else try{t=new URL(e,r.href)}catch(e){return o}o.port=t.port;var a=t.href.split("://");!o.port&&a[1]&&(o.port=a[1].split("/")[0].split("@").pop().split(":")[1]),o.port&&"0"!==o.port||(o.port="https"===a[0]?"443":"80"),o.hostname=t.hostname||r.hostname,o.pathname=t.pathname,o.protocol=a[0],"/"!==o.pathname.charAt(0)&&(o.pathname="/"+o.pathname);var s=!t.protocol||":"===t.protocol||t.protocol===r.protocol,c=t.hostname===r.hostname&&t.port===r.port;return o.sameOrigin=s&&(!t.hostname||c),"/"===o.pathname&&(i[e]=o),o}},50:(e,t,r)=>{function n(e,t){"function"==typeof console.warn&&(console.warn("New Relic: ".concat(e)),t&&console.warn(t))}r.d(t,{Z:()=>n})},2587:(e,t,r)=>{r.d(t,{N:()=>c,T:()=>u});var n=r(2177),i=r(5546),o=r(8e3),a=r(3325);const s={stn:[a.D.sessionTrace],err:[a.D.jserrors,a.D.metrics],ins:[a.D.pageAction],spa:[a.D.spa],sr:[a.D.sessionReplay,a.D.sessionTrace]};function c(e,t){const r=n.ee.get(t);e&&"object"==typeof e&&(Object.entries(e).forEach((e=>{let[t,n]=e;void 0===u[t]&&(s[t]?s[t].forEach((e=>{n?(0,i.p)("feat-"+t,[],void 0,e,r):(0,i.p)("block-"+t,[],void 0,e,r),(0,i.p)("rumresp-"+t,[Boolean(n)],void 0,e,r)})):n&&(0,i.p)("feat-"+t,[],void 0,void 0,r),u[t]=Boolean(n))})),Object.keys(s).forEach((e=>{void 0===u[e]&&(s[e]?.forEach((t=>(0,i.p)("rumresp-"+e,[!1],void 0,t,r))),u[e]=!1)})),(0,o.L)(t,a.D.pageViewEvent))}const u={}},2210:(e,t,r)=>{r.d(t,{X:()=>i});var n=Object.prototype.hasOwnProperty;function i(e,t,r){if(n.call(e,t))return e[t];var i=r();if(Object.defineProperty&&Object.keys)try{return Object.defineProperty(e,t,{value:i,writable:!0,enumerable:!1}),i}catch(e){}return e[t]=i,i}},1284:(e,t,r)=>{r.d(t,{D:()=>n});const n=(e,t)=>Object.entries(e||{}).map((e=>{let[r,n]=e;return t(r,n)}))},4351:(e,t,r)=>{r.d(t,{P:()=>o});var n=r(2177);const i=()=>{const e=new WeakSet;return(t,r)=>{if("object"==typeof r&&null!==r){if(e.has(r))return;e.add(r)}return r}};function o(e){try{return JSON.stringify(e,i())}catch(e){try{n.ee.emit("internal-error",[e])}catch(e){}}}},3960:(e,t,r)=>{r.d(t,{K:()=>a,b:()=>o});var n=r(3239);function i(){return"undefined"==typeof document||"complete"===document.readyState}function o(e,t){if(i())return e();(0,n.bP)("load",e,t)}function a(e){if(i())return e();(0,n.iz)("DOMContentLoaded",e)}},8632:(e,t,r)=>{r.d(t,{EZ:()=>u,Qy:()=>c,ce:()=>o,fP:()=>a,gG:()=>d,mF:()=>s});var n=r(7894),i=r(385);const o={beacon:"bam.nr-data.net",errorBeacon:"bam.nr-data.net"};function a(){return i._A.NREUM||(i._A.NREUM={}),void 0===i._A.newrelic&&(i._A.newrelic=i._A.NREUM),i._A.NREUM}function s(){let e=a();return e.o||(e.o={ST:i._A.setTimeout,SI:i._A.setImmediate,CT:i._A.clearTimeout,XHR:i._A.XMLHttpRequest,REQ:i._A.Request,EV:i._A.Event,PR:i._A.Promise,MO:i._A.MutationObserver,FETCH:i._A.fetch}),e}function c(e,t,r){let i=a();const o=i.initializedAgents||{},s=o[e]||{};return Object.keys(s).length||(s.initializedAt={ms:(0,n.z)(),date:new Date}),i.initializedAgents={...o,[e]:{...s,[r]:t}},i}function u(e,t){a()[e]=t}function d(){return function(){let e=a();const t=e.info||{};e.info={beacon:o.beacon,errorBeacon:o.errorBeacon,...t}}(),function(){let e=a();const t=e.init||{};e.init={...t}}(),s(),function(){let e=a();const t=e.loader_config||{};e.loader_config={...t}}(),a()}},7956:(e,t,r)=>{r.d(t,{N:()=>i});var n=r(3239);function i(e){let t=arguments.length>1&&void 0!==arguments[1]&&arguments[1],r=arguments.length>2?arguments[2]:void 0,i=arguments.length>3?arguments[3]:void 0;return void(0,n.iz)("visibilitychange",(function(){if(t)return void("hidden"==document.visibilityState&&e());e(document.visibilityState)}),r,i)}},1214:(e,t,r)=>{r.d(t,{em:()=>v,u5:()=>N,QU:()=>S,_L:()=>I,Gm:()=>L,Lg:()=>M,gy:()=>U,BV:()=>Q,Kf:()=>ee});var n=r(2177);const i="nr@original";var o=Object.prototype.hasOwnProperty,a=!1;function s(e,t){return e||(e=n.ee),r.inPlace=function(e,t,n,i,o){n||(n="");var a,s,c,u="-"===n.charAt(0);for(c=0;c 2?n-2:0),o=2;o {r(A[T],e,w),r(E[T],e,w)})),r(l._A,"fetch",y),t.on(y+"end",(function(e,r){var n=this;if(r){var i=r.headers.get("content-length");null!==i&&(n.rxSize=i),t.emit(y+"done",[null,r],n)}else t.emit(y+"done",[e],n)})),t}const O={},j=["pushState","replaceState"];function S(e){const t=function(e){return(e||n.ee).get("history")}(e);return!l.il||O[t.debugId]++||(O[t.debugId]=1,s(t).inPlace(window.history,j,"-")),t}var P=r(3239);const C={},R=["appendChild","insertBefore","replaceChild"];function I(e){const t=function(e){return(e||n.ee).get("jsonp")}(e);if(!l.il||C[t.debugId])return t;C[t.debugId]=!0;var r=s(t),i=/[?&](?:callback|cb)=([^&#]+)/,o=/(.*)\.([^.]+)/,a=/^(\w+)(\.|$)(.*)$/;function c(e,t){var r=e.match(a),n=r[1],i=r[3];return i?c(i,t[n]):t[n]}return r.inPlace(Node.prototype,R,"dom-"),t.on("dom-start",(function(e){!function(e){if(!e||"string"!=typeof e.nodeName||"script"!==e.nodeName.toLowerCase())return;if("function"!=typeof e.addEventListener)return;var n=(a=e.src,s=a.match(i),s?s[1]:null);var a,s;if(!n)return;var u=function(e){var t=e.match(o);if(t&&t.length>=3)return{key:t[2],parent:c(t[1],window)};return{key:e,parent:window}}(n);if("function"!=typeof u.parent[u.key])return;var d={};function f(){t.emit("jsonp-end",[],d),e.removeEventListener("load",f,(0,P.m$)(!1)),e.removeEventListener("error",l,(0,P.m$)(!1))}function l(){t.emit("jsonp-error",[],d),t.emit("jsonp-end",[],d),e.removeEventListener("load",f,(0,P.m$)(!1)),e.removeEventListener("error",l,(0,P.m$)(!1))}r.inPlace(u.parent,[u.key],"cb-",d),e.addEventListener("load",f,(0,P.m$)(!1)),e.addEventListener("error",l,(0,P.m$)(!1)),t.emit("new-jsonp",[e.src],d)}(e[0])})),t}var k=r(5763);const H={};function L(e){const t=function(e){return(e||n.ee).get("mutation")}(e);if(!l.il||H[t.debugId])return t;H[t.debugId]=!0;var r=s(t),i=k.Yu.MO;return i&&(window.MutationObserver=function(e){return this instanceof i?new i(r(e,"fn-")):i.apply(this,arguments)},MutationObserver.prototype=i.prototype),t}const z={};function M(e){const t=function(e){return(e||n.ee).get("promise")}(e);if(z[t.debugId])return t;z[t.debugId]=!0;var r=n.c,o=s(t),a=k.Yu.PR;return a&&function(){function e(r){var n=t.context(),i=o(r,"executor-",n,null,!1);const s=Reflect.construct(a,[i],e);return t.context(s).getCtx=function(){return n},s}l._A.Promise=e,Object.defineProperty(e,"name",{value:"Promise"}),e.toString=function(){return a.toString()},Object.setPrototypeOf(e,a),["all","race"].forEach((function(r){const n=a[r];e[r]=function(e){let i=!1;[...e||[]].forEach((e=>{this.resolve(e).then(a("all"===r),a(!1))}));const o=n.apply(this,arguments);return o;function a(e){return function(){t.emit("propagate",[null,!i],o,!1,!1),i=i||!e}}}})),["resolve","reject"].forEach((function(r){const n=a[r];e[r]=function(e){const r=n.apply(this,arguments);return e!==r&&t.emit("propagate",[e,!0],r,!1,!1),r}})),e.prototype=a.prototype;const n=a.prototype.then;a.prototype.then=function(){var e=this,i=r(e);i.promise=e;for(var a=arguments.length,s=new Array(a),c=0;c e())),t};function m(e,t){i.inPlace(t,["onreadystatechange"],"fn-",E)}function b(){var e=this,t=r.context(e);e.readyState>3&&!t.resolved&&(t.resolved=!0,r.emit("xhr-resolved",[],e)),i.inPlace(e,f,"fn-",E)}if(function(e,t){for(var r in e)t[r]=e[r]}(o,p),p.prototype=o.prototype,i.inPlace(p.prototype,J,"-xhr-",E),r.on("send-xhr-start",(function(e,t){m(e,t),function(e){h.push(e),a&&(y?y.then(A):u?u(A):(w=-w,x.data=w))}(t)})),r.on("open-xhr-start",m),a){var y=c&&c.resolve();if(!u&&!c){var w=1,x=document.createTextNode(w);new a(A).observe(x,{characterData:!0})}}else t.on("fn-end",(function(e){e[0]&&e[0].type===d||A()}));function A(){for(var e=0;e {r.d(t,{t:()=>n});const n=r(3325).D.ajax},6660:(e,t,r)=>{r.d(t,{A:()=>i,t:()=>n});const n=r(3325).D.jserrors,i="nr@seenError"},3081:(e,t,r)=>{r.d(t,{gF:()=>o,mY:()=>i,t9:()=>n,vz:()=>s,xS:()=>a});const n=r(3325).D.metrics,i="sm",o="cm",a="storeSupportabilityMetrics",s="storeEventMetrics"},4649:(e,t,r)=>{r.d(t,{t:()=>n});const n=r(3325).D.pageAction},7633:(e,t,r)=>{r.d(t,{Dz:()=>i,OJ:()=>a,qw:()=>o,t9:()=>n});const n=r(3325).D.pageViewEvent,i="firstbyte",o="domcontent",a="windowload"},9251:(e,t,r)=>{r.d(t,{t:()=>n});const n=r(3325).D.pageViewTiming},3614:(e,t,r)=>{r.d(t,{BST_RESOURCE:()=>i,END:()=>s,FEATURE_NAME:()=>n,FN_END:()=>u,FN_START:()=>c,PUSH_STATE:()=>d,RESOURCE:()=>o,START:()=>a});const n=r(3325).D.sessionTrace,i="bstResource",o="resource",a="-start",s="-end",c="fn"+a,u="fn"+s,d="pushState"},7836:(e,t,r)=>{r.d(t,{BODY:()=>A,CB_END:()=>E,CB_START:()=>u,END:()=>x,FEATURE_NAME:()=>i,FETCH:()=>_,FETCH_BODY:()=>v,FETCH_DONE:()=>m,FETCH_START:()=>p,FN_END:()=>c,FN_START:()=>s,INTERACTION:()=>l,INTERACTION_API:()=>d,INTERACTION_EVENTS:()=>o,JSONP_END:()=>b,JSONP_NODE:()=>g,JS_TIME:()=>T,MAX_TIMER_BUDGET:()=>a,REMAINING:()=>f,SPA_NODE:()=>h,START:()=>w,originalSetTimeout:()=>y});var n=r(5763);const i=r(3325).D.spa,o=["click","submit","keypress","keydown","keyup","change"],a=999,s="fn-start",c="fn-end",u="cb-start",d="api-ixn-",f="remaining",l="interaction",h="spaNode",g="jsonpNode",p="fetch-start",m="fetch-done",v="fetch-body-",b="jsonp-end",y=n.Yu.ST,w="-start",x="-end",A="-body",E="cb"+x,T="jsTime",_="fetch"},5938:(e,t,r)=>{r.d(t,{W:()=>o});var n=r(5763),i=r(2177);class o{constructor(e,t,r){this.agentIdentifier=e,this.aggregator=t,this.ee=i.ee.get(e,(0,n.OP)(this.agentIdentifier).isolatedBacklog),this.featureName=r,this.blocked=!1}}},9144:(e,t,r)=>{r.d(t,{j:()=>m});var n=r(3325),i=r(5763),o=r(5546),a=r(2177),s=r(7894),c=r(8e3),u=r(3960),d=r(385),f=r(50),l=r(3081),h=r(8632);function g(){const e=(0,h.gG)();["setErrorHandler","finished","addToTrace","inlineHit","addRelease","addPageAction","setCurrentRouteName","setPageViewName","setCustomAttribute","interaction","noticeError","setUserId"].forEach((t=>{e[t]=function(){for(var r=arguments.length,n=new Array(r),i=0;i 1?r-1:0),i=1;i {e.exposed&&e.api[t]&&o.push(e.api[t](...n))})),o.length>1?o:o[0]}(t,...n)}}))}var p=r(2587);function m(e){let t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:{},m=arguments.length>2?arguments[2]:void 0,v=arguments.length>3?arguments[3]:void 0,{init:b,info:y,loader_config:w,runtime:x={loaderType:m},exposed:A=!0}=t;const E=(0,h.gG)();y||(b=E.init,y=E.info,w=E.loader_config),(0,i.Dg)(e,b||{}),(0,i.GE)(e,w||{}),(0,i.sU)(e,x),y.jsAttributes??={},d.v6&&(y.jsAttributes.isWorker=!0),(0,i.CX)(e,y),g();const T=function(e,t){t||(0,c.R)(e,"api");const h={};var g=a.ee.get(e),p=g.get("tracer"),m="api-",v=m+"ixn-";function b(t,r,n,o){const a=(0,i.C5)(e);return null===r?delete a.jsAttributes[t]:(0,i.CX)(e,{...a,jsAttributes:{...a.jsAttributes,[t]:r}}),x(m,n,!0,o||null===r?"session":void 0)(t,r)}function y(){}["setErrorHandler","finished","addToTrace","inlineHit","addRelease"].forEach((e=>h[e]=x(m,e,!0,"api"))),h.addPageAction=x(m,"addPageAction",!0,n.D.pageAction),h.setCurrentRouteName=x(m,"routeName",!0,n.D.spa),h.setPageViewName=function(t,r){if("string"==typeof t)return"/"!==t.charAt(0)&&(t="/"+t),(0,i.OP)(e).customTransaction=(r||"http://custom.transaction")+t,x(m,"setPageViewName",!0)()},h.setCustomAttribute=function(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2];if("string"==typeof e){if(["string","number"].includes(typeof t)||null===t)return b(e,t,"setCustomAttribute",r);(0,f.Z)("Failed to execute setCustomAttribute.\nNon-null value must be a string or number type, but a type of was provided."))}else(0,f.Z)("Failed to execute setCustomAttribute.\nName must be a string type, but a type of was provided."))},h.setUserId=function(e){if("string"==typeof e||null===e)return b("enduser.id",e,"setUserId",!0);(0,f.Z)("Failed to execute setUserId.\nNon-null value must be a string type, but a type of was provided."))},h.interaction=function(){return(new y).get()};var w=y.prototype={createTracer:function(e,t){var r={},i=this,a="function"==typeof t;return(0,o.p)(v+"tracer",[(0,s.z)(),e,r],i,n.D.spa,g),function(){if(p.emit((a?"":"no-")+"fn-start",[(0,s.z)(),i,a],r),a)try{return t.apply(this,arguments)}catch(e){throw p.emit("fn-err",[arguments,this,"string"==typeof e?new Error(e):e],r),e}finally{p.emit("fn-end",[(0,s.z)()],r)}}}};function x(e,t,r,i){return function(){return(0,o.p)(l.xS,["API/"+t+"/called"],void 0,n.D.metrics,g),i&&(0,o.p)(e+t,[(0,s.z)(),...arguments],r?null:this,i,g),r?void 0:this}}function A(){r.e(439).then(r.bind(r,7438)).then((t=>{let{setAPI:r}=t;r(e),(0,c.L)(e,"api")})).catch((()=>(0,f.Z)("Downloading runtime APIs failed...")))}return["actionText","setName","setAttribute","save","ignore","onEnd","getContext","end","get"].forEach((e=>{w[e]=x(v,e,void 0,n.D.spa)})),h.noticeError=function(e,t){"string"==typeof e&&(e=new Error(e)),(0,o.p)(l.xS,["API/noticeError/called"],void 0,n.D.metrics,g),(0,o.p)("err",[e,(0,s.z)(),!1,t],void 0,n.D.jserrors,g)},d.il?(0,u.b)((()=>A()),!0):A(),h}(e,v);return(0,h.Qy)(e,T,"api"),(0,h.Qy)(e,A,"exposed"),(0,h.EZ)("activatedFeatures",p.T),T}},3325:(e,t,r)=>{r.d(t,{D:()=>n,p:()=>i});const n={ajax:"ajax",jserrors:"jserrors",metrics:"metrics",pageAction:"page_action",pageViewEvent:"page_view_event",pageViewTiming:"page_view_timing",sessionReplay:"session_replay",sessionTrace:"session_trace",spa:"spa"},i={[n.pageViewEvent]:1,[n.pageViewTiming]:2,[n.metrics]:3,[n.jserrors]:4,[n.ajax]:5,[n.sessionTrace]:6,[n.pageAction]:7,[n.spa]:8,[n.sessionReplay]:9}}},n={};function i(e){var t=n[e];if(void 0!==t)return t.exports;var o=n[e]={exports:{}};return r[e](o,o.exports,i),o.exports}i.m=r,i.d=(e,t)=>{for(var r in t)i.o(t,r)&&!i.o(e,r)&&Object.defineProperty(e,r,{enumerable:!0,get:t[r]})},i.f={},i.e=e=>Promise.all(Object.keys(i.f).reduce(((t,r)=>(i.f[r](e,t),t)),[])),i.u=e=>(({78:"page_action-aggregate",147:"metrics-aggregate",242:"session-manager",317:"jserrors-aggregate",348:"page_view_timing-aggregate",412:"lazy-feature-loader",439:"async-api",538:"recorder",590:"session_replay-aggregate",675:"compressor",733:"session_trace-aggregate",786:"page_view_event-aggregate",873:"spa-aggregate",898:"ajax-aggregate"}[e]||e)+"."+{78:"ac76d497",147:"3dc53903",148:"1a20d5fe",242:"2a64278a",317:"49e41428",348:"bd6de33a",412:"2f55ce66",439:"30bd804e",538:"1b18459f",590:"cf0efb30",675:"ae9f91a8",733:"83105561",786:"06482edd",860:"03a8b7a5",873:"e6b09d52",898:"998ef92b"}[e]+"-1.236.0.min.js"),i.o=(e,t)=>Object.prototype.hasOwnProperty.call(e,t),e={},t="NRBA:",i.l=(r,n,o,a)=>{if(e[r])e[r].push(n);else{var s,c;if(void 0!==o)for(var u=document.getElementsByTagName("script"),d=0;d {s.onerror=s.onload=null,clearTimeout(h);var i=e[r];if(delete e[r],s.parentNode&&s.parentNode.removeChild(s),i&&i.forEach((e=>e(n))),t)return t(n)},h=setTimeout(l.bind(null,void 0,{type:"timeout",target:s}),12e4);s.onerror=l.bind(null,s.onerror),s.onload=l.bind(null,s.onload),c&&document.head.appendChild(s)}},i.r=e=>{"undefined"!=typeof Symbol&&Symbol.toStringTag&&Object.defineProperty(e,Symbol.toStringTag,{value:"Module"}),Object.defineProperty(e,"__esModule",{value:!0})},i.j=364,i.p="https://js-agent.newrelic.com/",(()=>{var e={364:0,953:0};i.f.j=(t,r)=>{var n=i.o(e,t)?e[t]:void 0;if(0!==n)if(n)r.push(n[2]);else{var o=new Promise(((r,i)=>n=e[t]=[r,i]));r.push(n[2]=o);var a=i.p+i.u(t),s=new Error;i.l(a,(r=>{if(i.o(e,t)&&(0!==(n=e[t])&&(e[t]=void 0),n)){var o=r&&("load"===r.type?"missing":r.type),a=r&&r.target&&r.target.src;s.message="Loading chunk "+t+" failed.\n("+o+": "+a+")",s.name="ChunkLoadError",s.type=o,s.request=a,n[1](s)}}),"chunk-"+t,t)}};var t=(t,r)=>{var n,o,[a,s,c]=r,u=0;if(a.some((t=>0!==e[t]))){for(n in s)i.o(s,n)&&(i.m[n]=s[n]);if(c)c(i)}for(t&&t(r);u {i.r(o);var e=i(3325),t=i(5763);const r=Object.values(e.D);function n(e){const n={};return r.forEach((r=>{n[r]=function(e,r){return!1!==(0,t.Mt)(r,"".concat(e,".enabled"))}(r,e)})),n}var a=i(9144);var s=i(5546),c=i(385),u=i(8e3),d=i(5938),f=i(3960),l=i(50);class h extends d.W{constructor(e,t,r){let n=!(arguments.length>3&&void 0!==arguments[3])||arguments[3];super(e,t,r),this.auto=n,this.abortHandler,this.featAggregate,this.onAggregateImported,n&&(0,u.R)(e,r)}importAggregator(){let e=arguments.length>0&&void 0!==arguments[0]?arguments[0]:{};if(this.featAggregate||!this.auto)return;const r=c.il&&!0===(0,t.Mt)(this.agentIdentifier,"privacy.cookies_enabled");let n;this.onAggregateImported=new Promise((e=>{n=e}));const o=async()=>{let t;try{if(r){const{setupAgentSession:e}=await Promise.all([i.e(860),i.e(242)]).then(i.bind(i,3228));t=e(this.agentIdentifier)}}catch(e){(0,l.Z)("A problem occurred when starting up session manager. This page will not start or extend any session.",e)}try{if(!this.shouldImportAgg(this.featureName,t))return void(0,u.L)(this.agentIdentifier,this.featureName);const{lazyFeatureLoader:r}=await i.e(412).then(i.bind(i,8582)),{Aggregate:o}=await r(this.featureName,"aggregate");this.featAggregate=new o(this.agentIdentifier,this.aggregator,e),n(!0)}catch(e){(0,l.Z)("Downloading and initializing ".concat(this.featureName," failed..."),e),this.abortHandler?.(),n(!1)}};c.il?(0,f.b)((()=>o()),!0):o()}shouldImportAgg(r,n){return r!==e.D.sessionReplay||!1!==(0,t.Mt)(this.agentIdentifier,"session_trace.enabled")&&(!!n?.isNew||!!n?.state.sessionReplay)}}var g=i(7633),p=i(7894);class m extends h{static featureName=g.t9;constructor(r,n){let i=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];if(super(r,n,g.t9,i),("undefined"==typeof PerformanceNavigationTiming||c.Tt)&&"undefined"!=typeof PerformanceTiming){const n=(0,t.OP)(r);n[g.Dz]=Math.max(Date.now()-n.offset,0),(0,f.K)((()=>n[g.qw]=Math.max((0,p.z)()-n[g.Dz],0))),(0,f.b)((()=>{const t=(0,p.z)();n[g.OJ]=Math.max(t-n[g.Dz],0),(0,s.p)("timing",["load",t],void 0,e.D.pageViewTiming,this.ee)}))}this.importAggregator()}}var v=i(1117),b=i(1284);class y extends v.w{constructor(e){super(e),this.aggregatedData={}}store(e,t,r,n,i){var o=this.getBucket(e,t,r,i);return o.metrics=function(e,t){t||(t={count:0});return t.count+=1,(0,b.D)(e,(function(e,r){t[e]=w(r,t[e])})),t}(n,o.metrics),o}merge(e,t,r,n,i){var o=this.getBucket(e,t,n,i);if(o.metrics){var a=o.metrics;a.count+=r.count,(0,b.D)(r,(function(e,t){if("count"!==e){var n=a[e],i=r[e];i&&!i.c?a[e]=w(i.t,n):a[e]=function(e,t){if(!t)return e;t.c||(t=x(t.t));return t.min=Math.min(e.min,t.min),t.max=Math.max(e.max,t.max),t.t+=e.t,t.sos+=e.sos,t.c+=e.c,t}(i,a[e])}}))}else o.metrics=r}storeMetric(e,t,r,n){var i=this.getBucket(e,t,r);return i.stats=w(n,i.stats),i}getBucket(e,t,r,n){this.aggregatedData[e]||(this.aggregatedData[e]={});var i=this.aggregatedData[e][t];return i||(i=this.aggregatedData[e][t]={params:r||{}},n&&(i.custom=n)),i}get(e,t){return t?this.aggregatedData[e]&&this.aggregatedData[e][t]:this.aggregatedData[e]}take(e){for(var t={},r="",n=!1,i=0;i t.max&&(t.max=e),e 2&&void 0!==arguments[2])||arguments[2];super(e,r,j.t,n),c.il&&((0,t.OP)(e).initHidden=Boolean("hidden"===document.visibilityState),(0,N.N)((()=>(0,s.p)("docHidden",[(0,p.z)()],void 0,j.t,this.ee)),!0),(0,O.bP)("pagehide",(()=>(0,s.p)("winPagehide",[(0,p.z)()],void 0,j.t,this.ee))),this.importAggregator())}}var P=i(3081);class C extends h{static featureName=P.t9;constructor(e,t){let r=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];super(e,t,P.t9,r),this.importAggregator()}}var R,I=i(2210),k=i(1214),H=i(2177),L={};try{R=localStorage.getItem("__nr_flags").split(","),console&&"function"==typeof console.log&&(L.console=!0,-1!==R.indexOf("dev")&&(L.dev=!0),-1!==R.indexOf("nr_dev")&&(L.nrDev=!0))}catch(e){}function z(e){try{L.console&&z(e)}catch(e){}}L.nrDev&&H.ee.on("internal-error",(function(e){z(e.stack)})),L.dev&&H.ee.on("fn-err",(function(e,t,r){z(r.stack)})),L.dev&&(z("NR AGENT IN DEVELOPMENT MODE"),z("flags: "+(0,b.D)(L,(function(e,t){return e})).join(", ")));var M=i(6660);class B extends h{static featureName=M.t;constructor(r,n){let i=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];super(r,n,M.t,i),this.skipNext=0;try{this.removeOnAbort=new AbortController}catch(e){}const o=this;o.ee.on("fn-start",(function(e,t,r){o.abortHandler&&(o.skipNext+=1)})),o.ee.on("fn-err",(function(t,r,n){o.abortHandler&&!n[M.A]&&((0,I.X)(n,M.A,(function(){return!0})),this.thrown=!0,(0,s.p)("err",[n,(0,p.z)()],void 0,e.D.jserrors,o.ee))})),o.ee.on("fn-end",(function(){o.abortHandler&&!this.thrown&&o.skipNext>0&&(o.skipNext-=1)})),o.ee.on("internal-error",(function(t){(0,s.p)("ierr",[t,(0,p.z)(),!0],void 0,e.D.jserrors,o.ee)})),this.origOnerror=c._A.onerror,c._A.onerror=this.onerrorHandler.bind(this),c._A.addEventListener("unhandledrejection",(t=>{const r=function(e){let t="Unhandled Promise Rejection: ";if(e instanceof Error)try{return e.message=t+e.message,e}catch(t){return e}if(void 0===e)return new Error(t);try{return new Error(t+(0,D.P)(e))}catch(e){return new Error(t)}}(t.reason);(0,s.p)("err",[r,(0,p.z)(),!1,{unhandledPromiseRejection:1}],void 0,e.D.jserrors,this.ee)}),(0,O.m$)(!1,this.removeOnAbort?.signal)),(0,k.gy)(this.ee),(0,k.BV)(this.ee),(0,k.em)(this.ee),(0,t.OP)(r).xhrWrappable&&(0,k.Kf)(this.ee),this.abortHandler=this.#e,this.importAggregator()}#e(){this.removeOnAbort?.abort(),this.abortHandler=void 0}onerrorHandler(t,r,n,i,o){"function"==typeof this.origOnerror&&this.origOnerror(...arguments);try{this.skipNext?this.skipNext-=1:(0,s.p)("err",[o||new F(t,r,n),(0,p.z)()],void 0,e.D.jserrors,this.ee)}catch(t){try{(0,s.p)("ierr",[t,(0,p.z)(),!0],void 0,e.D.jserrors,this.ee)}catch(e){}}return!1}}function F(e,t,r){this.message=e||"Uncaught error with no additional information",this.sourceURL=t,this.line=r}let U=1;const q="nr@id";function G(e){const t=typeof e;return!e||"object"!==t&&"function"!==t?-1:e===c._A?0:(0,I.X)(e,q,(function(){return U++}))}function V(e){if("string"==typeof e&&e.length)return e.length;if("object"==typeof e){if("undefined"!=typeof ArrayBuffer&&e instanceof ArrayBuffer&&e.byteLength)return e.byteLength;if("undefined"!=typeof Blob&&e instanceof Blob&&e.size)return e.size;if(!("undefined"!=typeof FormData&&e instanceof FormData))try{return(0,D.P)(e).length}catch(e){return}}}var X=i(7243);class W{constructor(e){this.agentIdentifier=e,this.generateTracePayload=this.generateTracePayload.bind(this),this.shouldGenerateTrace=this.shouldGenerateTrace.bind(this)}generateTracePayload(e){if(!this.shouldGenerateTrace(e))return null;var r=(0,t.DL)(this.agentIdentifier);if(!r)return null;var n=(r.accountID||"").toString()||null,i=(r.agentID||"").toString()||null,o=(r.trustKey||"").toString()||null;if(!n||!i)return null;var a=(0,_.M)(),s=(0,_.Ht)(),c=Date.now(),u={spanId:a,traceId:s,timestamp:c};return(e.sameOrigin||this.isAllowedOrigin(e)&&this.useTraceContextHeadersForCors())&&(u.traceContextParentHeader=this.generateTraceContextParentHeader(a,s),u.traceContextStateHeader=this.generateTraceContextStateHeader(a,c,n,i,o)),(e.sameOrigin&&!this.excludeNewrelicHeader()||!e.sameOrigin&&this.isAllowedOrigin(e)&&this.useNewrelicHeaderForCors())&&(u.newrelicHeader=this.generateTraceHeader(a,s,c,n,i,o)),u}generateTraceContextParentHeader(e,t){return"00-"+t+"-"+e+"-01"}generateTraceContextStateHeader(e,t,r,n,i){return i+"@nr=0-1-"+r+"-"+n+"-"+e+"----"+t}generateTraceHeader(e,t,r,n,i,o){if(!("function"==typeof c._A?.btoa))return null;var a={v:[0,1],d:{ty:"Browser",ac:n,ap:i,id:e,tr:t,ti:r}};return o&&n!==o&&(a.d.tk=o),btoa((0,D.P)(a))}shouldGenerateTrace(e){return this.isDtEnabled()&&this.isAllowedOrigin(e)}isAllowedOrigin(e){var r=!1,n={};if((0,t.Mt)(this.agentIdentifier,"distributed_tracing")&&(n=(0,t.P_)(this.agentIdentifier).distributed_tracing),e.sameOrigin)r=!0;else if(n.allowed_origins instanceof Array)for(var i=0;i 2&&void 0!==arguments[2])||arguments[2];super(r,n,Z.t,i),(0,t.OP)(r).xhrWrappable&&(this.dt=new W(r),this.handler=(e,t,r,n)=>(0,s.p)(e,t,r,n,this.ee),(0,k.u5)(this.ee),(0,k.Kf)(this.ee),function(r,n,i,o){function a(e){var t=this;t.totalCbs=0,t.called=0,t.cbTime=0,t.end=E,t.ended=!1,t.xhrGuids={},t.lastSize=null,t.loadCaptureCalled=!1,t.params=this.params||{},t.metrics=this.metrics||{},e.addEventListener("load",(function(r){_(t,e)}),(0,O.m$)(!1)),c.IF||e.addEventListener("progress",(function(e){t.lastSize=e.loaded}),(0,O.m$)(!1))}function s(e){this.params={method:e[0]},T(this,e[1]),this.metrics={}}function u(e,n){var i=(0,t.DL)(r);i.xpid&&this.sameOrigin&&n.setRequestHeader("X-NewRelic-ID",i.xpid);var a=o.generateTracePayload(this.parsedOrigin);if(a){var s=!1;a.newrelicHeader&&(n.setRequestHeader("newrelic",a.newrelicHeader),s=!0),a.traceContextParentHeader&&(n.setRequestHeader("traceparent",a.traceContextParentHeader),a.traceContextStateHeader&&n.setRequestHeader("tracestate",a.traceContextStateHeader),s=!0),s&&(this.dt=a)}}function d(e,t){var r=this.metrics,i=e[0],o=this;if(r&&i){var a=V(i);a&&(r.txSize=a)}this.startTime=(0,p.z)(),this.listener=function(e){try{"abort"!==e.type||o.loadCaptureCalled||(o.params.aborted=!0),("load"!==e.type||o.called===o.totalCbs&&(o.onloadCalled||"function"!=typeof t.onload)&&"function"==typeof o.end)&&o.end(t)}catch(e){try{n.emit("internal-error",[e])}catch(e){}}};for(var s=0;s 1?e[1]=i:e.push(i)}else e[0]&&e[0].headers&&s(e[0].headers,n)&&(this.dt=n);function s(e,t){var r=!1;return t.newrelicHeader&&(e.set("newrelic",t.newrelicHeader),r=!0),t.traceContextParentHeader&&(e.set("traceparent",t.traceContextParentHeader),t.traceContextStateHeader&&e.set("tracestate",t.traceContextStateHeader),r=!0),r}}function x(e,t){this.params={},this.metrics={},this.startTime=(0,p.z)(),this.dt=t,e.length>=1&&(this.target=e[0]),e.length>=2&&(this.opts=e[1]);var r,n=this.opts||{},i=this.target;"string"==typeof i?r=i:"object"==typeof i&&i instanceof Y?r=i.url:c._A?.URL&&"object"==typeof i&&i instanceof URL&&(r=i.href),T(this,r);var o=(""+(i&&i instanceof Y&&i.method||n.method||"GET")).toUpperCase();this.params.method=o,this.txSize=V(n.body)||0}function A(t,r){var n;this.endTime=(0,p.z)(),this.params||(this.params={}),this.params.status=r?r.status:0,"string"==typeof this.rxSize&&this.rxSize.length>0&&(n=+this.rxSize);var o={txSize:this.txSize,rxSize:n,duration:(0,p.z)()-this.startTime};i("xhr",[this.params,o,this.startTime,this.endTime,"fetch"],this,e.D.ajax)}function E(t){var r=this.params,n=this.metrics;if(!this.ended){this.ended=!0;for(var o=0;o 2&&void 0!==arguments[2])||arguments[2];super(e,t,we.t,r),this.importAggregator()}}new class{constructor(e){let t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:(0,_.ky)(16);c._A?(this.agentIdentifier=t,this.sharedAggregator=new y({agentIdentifier:this.agentIdentifier}),this.features={},this.desiredFeatures=new Set(e.features||[]),this.desiredFeatures.add(m),Object.assign(this,(0,a.j)(this.agentIdentifier,e,e.loaderType||"agent")),this.start()):(0,l.Z)("Failed to initial the agent. Could not determine the runtime environment.")}get config(){return{info:(0,t.C5)(this.agentIdentifier),init:(0,t.P_)(this.agentIdentifier),loader_config:(0,t.DL)(this.agentIdentifier),runtime:(0,t.OP)(this.agentIdentifier)}}start(){const t="features";try{const r=n(this.agentIdentifier),i=[...this.desiredFeatures];i.sort(((t,r)=>e.p[t.featureName]-e.p[r.featureName])),i.forEach((t=>{if(r[t.featureName]||t.featureName===e.D.pageViewEvent){const n=function(t){switch(t){case e.D.ajax:return[e.D.jserrors];case e.D.sessionTrace:return[e.D.ajax,e.D.pageViewEvent];case e.D.sessionReplay:return[e.D.sessionTrace];case e.D.pageViewTiming:return[e.D.pageViewEvent];default:return[]}}(t.featureName);n.every((e=>r[e]))||(0,l.Z)("".concat(t.featureName," is enabled but one or more dependent features has been disabled (").concat((0,D.P)(n),"). This may cause unintended consequences or missing data...")),this.features[t.featureName]=new t(this.agentIdentifier,this.sharedAggregator)}})),(0,T.Qy)(this.agentIdentifier,this.features,t)}catch(e){(0,l.Z)("Failed to initialize all enabled instrument classes (agent aborted) -",e);for(const e in this.features)this.features[e].abortHandler?.();const r=(0,T.fP)();return delete r.initializedAgents[this.agentIdentifier]?.api,delete r.initializedAgents[this.agentIdentifier]?.[t],delete this.sharedAggregator,r.ee?.abort(),delete r.ee?.get(this.agentIdentifier),!1}}}({features:[J,m,S,class extends h{static featureName=oe;constructor(t,r){if(super(t,r,oe,!(arguments.length>2&&void 0!==arguments[2])||arguments[2]),!c.il)return;const n=this.ee;let i;(0,k.QU)(n),this.eventsEE=(0,k.em)(n),this.eventsEE.on(se,(function(e,t){this.bstStart=(0,p.z)()})),this.eventsEE.on(ae,(function(t,r){(0,s.p)("bst",[t[0],r,this.bstStart,(0,p.z)()],void 0,e.D.sessionTrace,n)})),n.on(ce+ne,(function(e){this.time=(0,p.z)(),this.startPath=location.pathname+location.hash})),n.on(ce+ie,(function(t){(0,s.p)("bstHist",[location.pathname+location.hash,this.startPath,this.time],void 0,e.D.sessionTrace,n)}));try{i=new PerformanceObserver((t=>{const r=t.getEntries();(0,s.p)(te,[r],void 0,e.D.sessionTrace,n)})),i.observe({type:re,buffered:!0})}catch(e){}this.importAggregator({resourceObserver:i})}},C,xe,B,class extends h{static featureName=de;constructor(e,r){if(super(e,r,de,!(arguments.length>2&&void 0!==arguments[2])||arguments[2]),!c.il)return;if(!(0,t.OP)(e).xhrWrappable)return;try{this.removeOnAbort=new AbortController}catch(e){}let n,i=0;const o=this.ee.get("tracer"),a=(0,k._L)(this.ee),s=(0,k.Lg)(this.ee),u=(0,k.BV)(this.ee),d=(0,k.Kf)(this.ee),f=this.ee.get("events"),l=(0,k.u5)(this.ee),h=(0,k.QU)(this.ee),g=(0,k.Gm)(this.ee);function m(e,t){h.emit("newURL",[""+window.location,t])}function v(){i++,n=window.location.hash,this[ve]=(0,p.z)()}function b(){i--,window.location.hash!==n&&m(0,!0);var e=(0,p.z)();this[pe]=~~this[pe]+e-this[ve],this[ye]=e}function y(e,t){e.on(t,(function(){this[t]=(0,p.z)()}))}this.ee.on(ve,v),s.on(be,v),a.on(be,v),this.ee.on(ye,b),s.on(ge,b),a.on(ge,b),this.ee.buffer([ve,ye,"xhr-resolved"],this.featureName),f.buffer([ve],this.featureName),u.buffer(["setTimeout"+le,"clearTimeout"+fe,ve],this.featureName),d.buffer([ve,"new-xhr","send-xhr"+fe],this.featureName),l.buffer([me+fe,me+"-done",me+he+fe,me+he+le],this.featureName),h.buffer(["newURL"],this.featureName),g.buffer([ve],this.featureName),s.buffer(["propagate",be,ge,"executor-err","resolve"+fe],this.featureName),o.buffer([ve,"no-"+ve],this.featureName),a.buffer(["new-jsonp","cb-start","jsonp-error","jsonp-end"],this.featureName),y(l,me+fe),y(l,me+"-done"),y(a,"new-jsonp"),y(a,"jsonp-end"),y(a,"cb-start"),h.on("pushState-end",m),h.on("replaceState-end",m),window.addEventListener("hashchange",m,(0,O.m$)(!0,this.removeOnAbort?.signal)),window.addEventListener("load",m,(0,O.m$)(!0,this.removeOnAbort?.signal)),window.addEventListener("popstate",(function(){m(0,i>1)}),(0,O.m$)(!0,this.removeOnAbort?.signal)),this.abortHandler=this.#e,this.importAggregator()}#e(){this.removeOnAbort?.abort(),this.abortHandler=void 0}}],loaderType:"spa"})})(),window.NRBA=o})(); window.jQuery || document.write(' ') CKEDITOR_BASEPATH='https://f1000research.com/js/vendor/ckeditor/' window.reactTheme = 'research'; window.MathJax = { CommonHTML: { linebreaks: { automatic: true } }, 'HTML-CSS': { linebreaks: { automatic: true } }, SVG: { linebreaks: { automatic: true } }, AuthorInit: function() { MathJax.Hub.Register.MessageHook('End Process', function () { let timeout = false; // holder for timeout id const delay = 250; // delay after event is "complete" to run callback const reflowMath = function() { const dispFormulas = document.querySelectorAll('.disp-formula.panel'); if (!dispFormulas) { return; } for (const dispFormula of dispFormulas) { const child = dispFormula.querySelector('.MathJax_Preview').nextSibling.firstChild; const isMultiline = MathJax.Hub.getAllJax(dispFormula)[0].root.isMultiline; if (dispFormula.offsetWidth < child.offsetWidth || isMultiline) { MathJax.Hub.Queue(['Rerender', MathJax.Hub, dispFormula]); } } }; window.addEventListener('resize', function() { clearTimeout(timeout); // clear the timeout timeout = setTimeout(reflowMath, delay); // start timing for event "completion" }); }); }, }; if (window.location.hash == '#_=_'){ window.location = window.location.href.split('#')[0] } !function(f,b,e,v,n,t,s){if(f.fbq)return;n=f.fbq=function() {n.callMethod? n.callMethod.apply(n,arguments):n.queue.push(arguments)} ;if(!f._fbq)f._fbq=n; n.push=n;n.loaded=!0;n.version='2.0';n.queue=[];t=b.createElement(e);t.async=!0; t.src=v;s=b.getElementsByTagName(e)[0];s.parentNode.insertBefore(t,s)}(window, document,'script','https://connect.facebook.net/en_US/fbevents.js'); fbq('init', '1641728616063202'); fbq('track', "PixelInitialized", {}); (function(h,o,t,j,a,r){ h.hj=h.hj||function(){(h.hj.q=h.hj.q||[]).push(arguments)}; h._hjSettings={hjid:2318163,hjsv:6}; a=o.getElementsByTagName('head')[0]; r=o.createElement('script');r.async=1; r.src=t+h._hjSettings.hjid+j+h._hjSettings.hjsv; a.appendChild(r); })(window,document,'https://static.hotjar.com/c/hotjar-','.js?sv='); search file_upload Submit your research search menu close search Browse Gateways & Collections How to Publish Submit your Research My Submissions Article Guidelines Article Guidelines (New Versions) Open Data, Software and Code Guidelines Open Data and Accessible Source Materials Guidelines (HSS) Open Data, Software and Code Guidelines (PSE) Prepublication Checks Production Process Posters and Slides Guidelines Document Guidelines Article Processing Charges Peer Review Finding Article Reviewers About How it Works For Reviewers Our Advisors Policies Glossary FAQs For Developers Newsroom Contact My Research Submissions Content and Tracking Alerts My Details Sign In file_upload Submit your research { "@context": "https://schema.org", "@type": "ScholarlyArticle", "mainEntityOfPage": { "@type": "WebPage", "@id": "https://f1000research.com/articles/14-268" }, "headline": "Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions: Perspectives of Graduates Transitioning...", "datePublished": "2025-03-06T15:49:28", "dateModified": "2025-03-06T15:49:28", "author": [ { "@type": "Person", "name": "Sheriffa Mahama" }, { "@type": "Person", "name": "Crossby Osei Tutu" }, { "@type": "Person", "name": "Justice Owusu-Bempah" } ], "publisher": { "@type": "Organization", "name": "F1000Research", "logo": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 480, "width": 60 } }, "image": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 1200, "width": 150 }, "description": " Background Transitioning from national service to mainstream employment can be daunting, especially in this era of high unemployment in Ghana. Most universities found the need to incorporate entrepreneurship education into their curriculum hoping to get graduates to take up entrepreneurship activities instead of being employed by someone else. This study investigated Ghanaian tertiary-level graduates’ education and work intentions as they work through their mandatory national service program. Methods Graduates from across Ghana’s tertiary institutions were sampled (n=1011; males=73%, females=27%) from various tertiary institutions via the National Service Scheme website. An online questionnaire with questions on work and postgraduate study intentions, perceptions of tertiary education received, and whether they would like to start their own business or expect to be employed was filled out. Results The results revealed that despite calls for graduates to venture into self-employment, graduates still had hopes for formal sector employment (64%) and fewer had entrepreneurship intentions (8%). Entrepreneurship intentions were significantly related to gender as more males than females had intentions of starting their own businesses regardless of having taken entrepreneurship courses. Graduates expressed satisfaction (83%) with their tertiary education however called for additional services like attachment opportunities and internship positions within industry. Conclusions The study concludes that though the graduates were satisfied with their education, yet they wished they had received more practical hands-on training in addition, and more career and job fairs, however, none of these desires were to help them set themselves up but rather to help them to be employed by someone. The study recommendations reiterate calls for enhanced industry-educational institutions’ collaboration to provide graduates with more industry-specific skills and ease the transition to labour market. Intensify entrepreneurship learning opportunities but also at the national level address barriers to successful entrepreneurship including access to low-interest rate funding and favourable policies and infrastructure. " } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/14-268/v1", "name": "Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions:..." } } ] } Home Browse Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions:... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Mahama S, Osei Tutu C and Owusu-Bempah J. Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions: Perspectives of Graduates Transitioning into the Labour Market [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :268 ( https://doi.org/10.12688/f1000research.157505.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions: Perspectives of Graduates Transitioning into the Labour Market [version 1; peer review: 1 approved, 1 approved with reservations] Sheriffa Mahama 1 , Crossby Osei Tutu https://orcid.org/0000-0001-7235-7138 1 , Justice Owusu-Bempah https://orcid.org/0000-0002-5161-8789 1 Sheriffa Mahama 1 , Crossby Osei Tutu https://orcid.org/0000-0001-7235-7138 1 , Justice Owusu-Bempah https://orcid.org/0000-0002-5161-8789 1 PUBLISHED 06 Mar 2025 Author details Author details 1 Family and Consumer Sciences, University of Ghana College of Basic and Applied Sciences, Accra, Greater Accra Region, Ghana Sheriffa Mahama Roles: Formal Analysis Crossby Osei Tutu Roles: Methodology, Writing – Review & Editing Justice Owusu-Bempah Roles: Conceptualization OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract Background Transitioning from national service to mainstream employment can be daunting, especially in this era of high unemployment in Ghana. Most universities found the need to incorporate entrepreneurship education into their curriculum hoping to get graduates to take up entrepreneurship activities instead of being employed by someone else. This study investigated Ghanaian tertiary-level graduates’ education and work intentions as they work through their mandatory national service program. Methods Graduates from across Ghana’s tertiary institutions were sampled ( n =1011; males=73%, females=27%) from various tertiary institutions via the National Service Scheme website. An online questionnaire with questions on work and postgraduate study intentions, perceptions of tertiary education received, and whether they would like to start their own business or expect to be employed was filled out. Results The results revealed that despite calls for graduates to venture into self-employment, graduates still had hopes for formal sector employment (64%) and fewer had entrepreneurship intentions (8%). Entrepreneurship intentions were significantly related to gender as more males than females had intentions of starting their own businesses regardless of having taken entrepreneurship courses. Graduates expressed satisfaction (83%) with their tertiary education however called for additional services like attachment opportunities and internship positions within industry. Conclusions The study concludes that though the graduates were satisfied with their education, yet they wished they had received more practical hands-on training in addition, and more career and job fairs, however, none of these desires were to help them set themselves up but rather to help them to be employed by someone. The study recommendations reiterate calls for enhanced industry-educational institutions’ collaboration to provide graduates with more industry-specific skills and ease the transition to labour market. Intensify entrepreneurship learning opportunities but also at the national level address barriers to successful entrepreneurship including access to low-interest rate funding and favourable policies and infrastructure. READ ALL READ LESS Keywords graduates, national service, work intentions, unemployment, entrepreneurship modules Corresponding Author(s) Justice Owusu-Bempah ( [email protected] ) Close Corresponding author: Justice Owusu-Bempah Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2025 Mahama S et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Mahama S, Osei Tutu C and Owusu-Bempah J. Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions: Perspectives of Graduates Transitioning into the Labour Market [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :268 ( https://doi.org/10.12688/f1000research.157505.1 ) First published: 06 Mar 2025, 14 :268 ( https://doi.org/10.12688/f1000research.157505.1 ) Latest published: 06 Mar 2025, 14 :268 ( https://doi.org/10.12688/f1000research.157505.1 ) Introduction The transition to work for Ghanaian youth can be challenging faced with high unemployment and graduate unemployment, job market uncertainties, and the mandatory national service program ( Oppong & Sachs, 2015 ). Within these macro-level contextual issues, the experiences and opinions of the youth are drowned out. In this paper, we argue that regardless of calls from universities and other stakeholders for graduate entrepreneurial venturing, the respondents of this study still hoped for formal sector employment making the entrepreneurship training received of little or no importance. The Ghanaian economy, on an upward trajectory for the last 3 decades, suddenly hit a snag in the last 3 years ( Bondzie et al., 2021 ; Baah-Boateng, 2015a , Ajayi & Anyidoho, 2017 ) along with many other countries worldwide due to the covid pandemic. However, even before the current economic crises, youth unemployment and graduate unemployment had always been a problem ( Bawakyillenuo et al., 2013 ; Baah-Boateng, 2015a ), thus the percentage of graduates that are available to work, actively seeking jobs but are without jobs is high ( Ampong, 2020 ). As of 2021 estimates, the unemployment rate in Ghana was at approximately 4.7 percent of the total labour force, although reliable data on unemployment is limited, World Bank indicators estimate that the numbers of youth are about 65% of the unemployed ( Ampong, 2020 ). According to a World Bank report, as many as 50% of graduates who leave Ghanaian universities and polytechnics fail to find jobs two years after national service, and 20% do not find jobs for three years after graduation ( Robb et al., 2014 ). In Ghana, the national service program started in 1973, is a mandatory step from tertiary institutions to work. According to Segbenya et al. (2021), the program serves as a means for National Service Personnel (NSPs) to acquire some practical work experience, give back to the country for their education, gain and enhance their employability skills and in addition, the program eases the transiting into the job market ( Santiana et al., 2022 ). The national service personnel (tertiary graduates) are posted to serve in all sectors of the economy, to either private or public organizations who request service from the National Service Secretariate. They serve as the most refined job market entrants with some level of acquired employable skills as compared to their counterparts in school transitioning into the job market ( Ajayi, 2016 ; Schroyens et al., 2019 ; Segbenya et al., 2021). Some other countries including, Singapore, Nigeria, Switzerland, Turkey, Norway, Sweden, and Eritrea, etc. have various forms of national service for their youth. Although some have suggested that the service program rather complicates and prolongs the transition to work, and still leaves the graduates unemployed afterward ( Mahama et al., 2013 ), other research points out that tertiary graduates perceive the national service as equipping them with skills and experience to make the transition to work smoother (Segbenya et al., 2021) which mostly does not turn out to be so. The unemployment problem in Ghana has been exacerbated by the freeze on public sector employment by the International Monetary Fund (IMF) as a loan conditionality from 2015 to 2019 ( Zakaria, & Alhassan, 2019 ). However, the issue of graduate unemployment has largely been placed at the doorstep of tertiary institutions. The argument is that a lot of what is taught in the institutions is irrelevant to the human resource needs of the country and industry ( Bawakyillenuo et al., 2013 ). Some researchers argue that although the higher education sector in sub-Saharan Africa is expanding, the expansion is not accompanied by an increase in quality training and skills development ( Azcona et al. 2008 ). This is generally attributed to inadequate funding for tertiary education, low levels of investment in research and development ( Abugre, 2018 ; Twene, 2014 ), and weak linkages between tertiary institutions and industry ( Mensah & Gordon, 2020 ). The cumulative effect of these problems is a mismatch between the skills, which graduates acquire from tertiary institutions and those that are sought after in the labour markets ( Bawakyillenuo et al., 2013 ; Damoah et al., 2021 ; Segbenya et al., 2021). This is evidenced by the reports that despite high graduate unemployment, many organizations struggle to fill vacancies ( International Labour Organization ILO, 2012 ). See Oppong & Sachs, (2015) for a full explanation of the skills mismatch and the skills oversupply hypotheses. Another aspect of this issue is that in addition to job-specific skills, employers increasingly seek soft skills that graduates do not possess or are not trained in ( Assan & Nalutaaya, 2018 ; Segbenya et al., 2021). These are non-role-specific skills that include ability to communicate, leadership, attention to detail, emotional intelligence, computer and technical literacy, team player and effective time management skills ( Botha & Botha, 2022 ; United Nations, 2018 ; Segbenya et al., 2021). Segbenya et al., (2023) found in their research investigating the skills most appreciated by employers of graduates that most of the newly employed graduates lack the ability to work well under pressure and unsupervised, technical and computer skills, and data processing skills. In addition, they found that female graduates were less likely to possess these technical skills and more likely than males to possess written and verbal communication skills. Due to the high graduate unemployment rates, current economic challenges, and technological advances, entrepreneurship has been promoted as the answer for the teeming youth exiting tertiary institutions ( Gough & Langevang 2016 ; Honeyman 2016 ). There have been many calls for graduates of tertiary institutions to turn to entrepreneurship and in response, several universities and institutions have introduced entrepreneurship courses and modules into their programs ( Denanyoh et al., 2015 ). Entrepreneurship and self-employment are used interchangeably in this work although there are conceptual differences between the two (see Ajayi and Anyidoho, 2017 ). According to Kelley et al. (2011) , entrepreneurship can provide a source of income when an economy cannot supply enough jobs or other alternatives for generating wages or salaries and providing positive social value. With many calls for entrepreneurship, educational institutions have responded by setting up modules and courses for students. However, a lot of research has focused on what the antecedents of individual entrepreneurship projections are with less research on the economic structures in place to help graduates and potential entrepreneurs navigate this path. According to research by Denanyoh et al. (2015) , the outlook is not exactly bright for Ghanaian entrepreneurs in terms of the business climate because they feel strongly that the regulatory set-up within the country is not conducive for the development of local entrepreneurship. Some of the problems highlighted include inaccessible financing and high interest rates, high taxes, and governmental policies that favour foreign enterprises at the expense of local entrepreneurs, lack of key infrastructural investments, such as roads, and consistent supply of electricity and clean water ( Thompson Agyapong et al., 2018 ; Mohammed & Bunyaminu, 2022 ). Corruption and bureaucratic impediments to registering and licensing a business were also cited as barriers. All these make the likelihood of successful employment by graduates unfeasible ( Padi & Musah, 2022 ; Adams & Quagraine, 2018 ). In addition, calls for graduate venturing into entrepreneurship are viewed as blaming the graduate for their unemployment or seen as not having done enough to help themselves ( Oppong, 2013 ). Oppong further argues that many of the graduates do not have the basic requirements such as social capital (e.g. networks), human capital (e.g. experience and knowledge), financial capital (e.g. funding), and psychological capital (e.g. resilience) for starting their own business, Another aspect of this issue is the unrealistic expectations of graduates about the working field as several studies have shown how new work entrants tend to have unrealistic expectations, especially about having higher-level jobs than they are actually given ( Nicholson, & Arnold, 1991 ). Under this mire of issues, the voices and expectations of graduates themselves are drowned out, their expectations hang out of balance, and they may have a different perception about the education they had had. All these remains unanswered, and this study explored aspects of these outstanding questions. A few previous studies ( Alhassan et al., 2018 ) have reiterated that generally graduates in Ghana are satisfied with their education but how positively they view the job market and career prospects remains unanswered. There is a dearth of studies on tertiary graduates’ perceptions on the role and/or importance of the entrepreneurship modules taught and this must be empirically assessed so their opinions and perceptions will be considered in any evidence-based interventions to address the incessant graduate unemployment in the country. Though the tertiary institutions on their part included entrepreneurship modules to final year students with hope that after graduation most of them will be inspired to venture into businesses themselves. This study argues that with all the efforts by the tertiary institutions and calls from stakeholders for graduate entrepreneurial venturing, graduates still hope to get a formal sector employment regardless of the entrepreneurship training received. The study, therefore, investigated the opinions, experiences, and aspirations of graduates recently out of tertiary institutions around the country to determine their thoughts on their university education, their job market prospects, and what they deem as important within this transition. Methods This study adopted a cross-sectional design with a quantitative approach and with the permission of the National Service Scheme secretariat in Ghana studied graduates at one point in time. All registered national service personnel (NSP) from all the tertiary institutions across Ghana including Universities, Technical Universities, Polytechnics, colleges of education, and all private tertiary institutions formed part of the study. The final selection of participants was a non-random sample of a thousand, and eleven NSPs ( n =1011) from (73) different institutions across the country who willingly responded to the questionnaire posted on the National Service Secretariat website concerning the study. Ethical clearance was sought from the College of Basic and Applied Sciences Ethics Committee and as per the requirements informed consent was first sought from willing participants before they were asked to fill out the questionnaire. The first page of the online questionnaire was the information page explaining the goals of the study with written informed consent obtained from the participants through web page before the actual survey questions started. The semi-structured questionnaire included questions on demographics, work, and postgraduate education intentions (if any) and perceptions about their tertiary education. Specific information required under the various headings are discussed below. Demographics The demographics measured include age, gender, nationality, institution and course of study. Gender (coded as male = 1 and female = 2). Age was assessed with the question, ‘What is your date of birth, (day, month, and year)?’ and the approximate age was calculated in SPSS with the compute variable function. Religion was coded 1 = Christian, 2 = Moslem and 3 = others. Nationality was assessed with the question, ‘Where do you come from - Nationality’ and coded accordingly in SPSS. Institution and course of study were assessed with the questions; ‘Which tertiary institution did you attend?’ and ‘What is your course of study?’ and the resulting string data was coded in SPSS. Work, postgraduate study and travel intentions These were assessed with a set of (3) questions measuring intentions, employer preference and entrepreneurship intentions. Work intentions was measured with the question ‘Which of these do you intend to do after your graduation and national service?’ with various answer options (work full-time, part-time, postgraduate study, etc) for selection. Employer preference was assessed with’ ‘What type of employer would you like to work for?’ with options (government, large private Ghanaian company etc) which they choose from. Entrepreneurial Intention was measured with the item ‘Have you ever taken any business/entrepreneurship course in the school?’ answered with a yes and no option. Perceptions about their tertiary education A set of (4) questions measured graduates’ perceptions about their education. They were ‘Do you feel your tertiary institution has prepared you adequately for work?’ (response options were ‘yes’ and ‘no’) and ‘How satisfied are you that the courses you studied at your institution will help you to achieve your future career goals?’ answered on a 5-point Likert scale ranging from 1=very dissatisfied to 5 = very satisfied. ‘In your opinion, what are the most important factors that can help somebody get a job?’ with answer options (grades, practical skills, work experience, etc) that they select. ‘What do you think the tertiary institutions could have done better to help prepare you adequately for work?’ with answer options (counselling services, attachment, etc) that they select. Data was analysed descriptively using means, standard deviation, frequencies and percentages and tabulated. T-tests and chi-squared tests were conducted to determine the relationship between gender and some study variables of interest. Analytical strategy. The data was analysed with predictive analytical software package and presented descriptively as means, standard deviation, frequencies and percentages in tables. T-tests and chi-squared tests were used to determine the relationship between gender and the various study variables. Results The demographic characteristics of importance in this study were, age, gender, the tertiary institution attended, religious affiliation, nationality and course of study. The results from these are presented in Table 1 below. Table 1. Demographics of respondents. Variable Categories Combined Freq (%) Males Freq (%) Females Freq (%) Age (range = 15-49) Mean (SD) * 26.22 (4.35) * 26.32 (4.42) * 25 (4.13) Gender 1011 738 (73%) 273 (27%) Religion Christian 813 (80.4) 588 (58.16) 225 (22.26) Moslem 88 (8.7) 72 (7.12) 16 (1.58) Others 110 (10.9) Nationality Ghanaian 1004 (99.3) 738 266 Others 7 (0.7) 3 4 Institutions KNUST 181 (17.9) 141 (13.9) 40 (4.0) UG 111 (11.0) 73 (7.2) 38 (3.8) UCC 98 (9.7) 71 (7.0) 27 (2.7) UEW 63 (6.2) 45 (4.5) 18 (1.8) UDS 37 (3.7) 30 (3.0) 7 (0.7) UPSA 28 (2.8) 21 (2.10 7 (0.7) VVU 24 (2.4) 19 (1.9) 5 (0.5) GTUC 23 (2.3) 18 (1.8) 5 (0.5) CU 21 (2.1) 13 (1.3) 8 (0.8) ATU 19 (1.9) 15 (1.5) 4 (0.4) GIJ 18 (1.8) 8 (0.8) 10 (1.0) GIMPA 17 (1.7) 7 (0.7) 10 (1.0) KUTU 16 (1.6) 0 (0.0) 16 (1.6) KTU 16 (1.6) 12 (1.2) 4 (0.4) Others 217 (21.5) 162 (16.0) 55 (5.4) Course of Study Education 103 (10.2) 78 (7.7) 25 (2.5) Engineering 89 (8.8) 81 (8.0) 8 (0.8) Business administration 85 (8.4) 44 (4.4) 41 (4.1) Accounting 51 (5.0) 43 (4.3) 8 (0.8) Information tech 38 (3.8) 34 (3.4) 4 (0.4) Communication 35 (3.5) 19 (1.9) 16 (1.6) Management 33 (3.3) 27 (2.7) 6 (0.6) Banking and finance 31 (3.1) 18 (1.8) 13 (1.3) Marketing 30 (3.0) 21 (2.1) 9 (0.9) Computer science 29 (2.9) 26 (2.6) 3 (0.3) HRM 24 (2.4) 14 (1.4) 10 (1.0) Political science 23 (2.3) 14 (1.4) 9 (0.90 Others 298 (29.5) 216 (21.4) 82 (8.1) * Mean (Standard deviation). More male respondents (738(73%) than females (273(27%) responded to the questions for the study. The ages of the respondents ranged from 15 to 49 with a mean age of 26.22 and a standard deviation of 4.35. Most of the respondents were graduates from the major universities in Ghana, notably the Kwame Nkrumah University of Science and Technology (KNUST) and University of Ghana, meanwhile, there was however, a good representation and spread respondents from other tertiary institutions across Ghana, an important requirement for a variety of responses for a study such as this. In Ghana currently, there are (10) public universities, eighty-one (81) private tertiary institutions offering degree programs, eight (8) tutorial colleges, two (2) public polytechnics, and one (1) private polytechnic, thirty-nine public colleges of education, seven (7) private colleges of education, one regionally–owned (West Africa) tertiary institution, five(5) chartered private institutions, eight (8) technical universities, five (5) registered foreign institutions and seven (7) public universities/professional institutions that are accredited respectively ( Damoah et al., 2021 ). In terms of the nationality of the respondents, most of them (99%) were Ghanaian as expected with only 1% of other nationalities (one each from India, Brazil, Pakistan, United States, Benin and Nigerian). Most were Christians (approx. 80%) and a few (approx. 9%) Moslems, and the rest were classified as others (including Traditional religion, Atheist, Bahai faith, etc.). Anecdotal evidence suggests that all these religious affiliations encourage independence through venturing into entrepreneurship. The respondents’ intentions after the national service program were assessed and their responses have been presented in Table 2 below. Table 2. Respondents’ intentions after national service. Options Freq (%) Male (freq (%) Female (freq (%) p-value Work full time 540 (53.4) 389 (38.5) 151 (14.9) .462 Work part-time and study part-time 138 (13.6) 100 (9.9) 38 (3.8) .879 Start my own business 81 (8.0) 69 (6.8) 12 (1.2) .010 * Travel abroad for work and postgraduate study 79 (7.8) 53 (5.2) 26 (2.8) .218 Postgraduate study full-time 47 (4.7) 34 (3.4) 13 (1.3) .917 Travel abroad for postgraduate study 44 (4.4) 31 (3.1) 13 (1.3) .698 Postgraduate study part-time 30 (3.0) 22 (2.2) 8 (0.8) .966 Undecided 26 (2.6) 18 (1.7) 8 (0.9) .661 Work part-time 18 (1.8) 12 (1.2) 6 (0.59) .542 Travel abroad to work 12 (1.2) 11 (1.1) 1 (0.1) .143 Total 1011 (100) 739 276 * Significant at .05, Options in descending order. The respondents brought out their intentions after the national service and majority of them (approx. 85%, refer to Table 2 above) had plans to work full time or part time, however, only a few of these graduates (approx. 8%) indicated their readiness to start their own business with the remaining believing to get employed by someone else. A little above one third (approx. 33%) indicated their readiness to further their education to the postgraduate level with approximately 24% intending to work in addition not schooling. Approximately 13% intends to travel outside either to work full time or part time and school with very few (approx. 3%) who weren’t sure what to do after the national service program. Although there were gender differences in the intentions after national service, these differences were not significant X 2 (5, N = 1011) = 9.85, p = .08) however, intentions to start their own business showed a statistical significance (9.3%, p = .01) meaning more males than females (4.4%) were interested in starting their own businesses after national though all of them were introduced to entrepreneurship course(s) before graduation. Chi-square tests of independence revealed that there was a significant relationship ( χ 2 (1) = 7.741, p = 0.005) between taking an entrepreneurial course at school and having intentions to start own business. But such significance did not reflect in the respondents’ intentions after national service in real life situation. Few questions may arise from this finding as to whether there is a need to reassess the entrepreneurship modules run in the tertiary institutions in Ghana or there may be other factors that needs to be present to provide an enabling environment for graduates to utilize the knowledge they gain from the entrepreneurial modules or there is a need for whole paradigm shift. The perceptions of their graduates on the education received was analysed to ascertain whether they felt there should be additional competencies to be provided by their institutions. It is interesting to note that many (approx. 96% refer to Table 3 below) believed that they had been prepared adequately for work and were very confident in the education they have had (89%) and were very satisfied with their course of study as well (approx. 83%) but a little more than half of them (approx. 52%) felt the institutions needs to teach them more practical skills, while approx. 43% think that the institutions needs to help the students get placements for internships. Further, more than one-third (approx. 36%) felt that the institutions need to provide career counselling for their students, while a little above one-fifth (approx. 22%) believed that the institutions must organize career fairs or provide information about jobs in addition. It must be noted however that the career and counselling units in the various tertiary institutions are mandated to organize these additional services the graduates in this study are requesting for, however, interaction with a director of the unit at the University of Ghana revealed that student’s patronage in these career fairs they organize on semester basis have been woefully disappointing and nothing to write home about. Table 3. Perceptions of their education/institution. Item Categories Frequency Percentage Tertiary institution has prepared you adequately for work? 966 95.5 Those who have taken business/entrepreneurship courses. 756 74,8 Level of satisfaction with course of study Satisfied 838 82.9 Undecided 118 11.7 Dissatisfied 55 5.4 Level of confidence in education Satisfied 900 89.0 Undecided 78 7.7 Dissatisfied 33 3.3 Additional expectations of institutions Offer career counselling 363 35.9 Organize career fairs 217 21.5 Provide information about jobs 222 22.0 Teach practical skills 527 52.1 Change the curriculum 161 15.9 Help place students in attachment and internships 432 42.7 The most important factors that can help set one up or get a job. * Practical skills (not just theory or book learning) 631 62.4 Human Skills (eloquence, social skills confidence, etc.) 384 38.0 Course or program studied at school 338 33.4 Added value (additional certificates or training) 261 25.8 Contacts (reliance on networks) 225 22.3 Previous work experience 202 20.0 Grades or class (first, second upper, etc.) 200 19.8 Luck 66 6.5 God 14 1.4 * Multiple selected. Descending order. A little below two-thirds (approx. 62%) believed that having practical skills not only the theoretical knowledge is very important to set them up or help them get jobs. This finding contradicts the core mandate of most universities in Ghana, because they are mandated to teach knowledge and it is the responsibility of the student to apply what is learnt, however, adding other dimensions such as practical aspects is mostly desired. Probably these graduates are drawing attention to those desired aspects. A little above one-third (38%) felt human skills such as eloquence, social skills and confidence are very important while one-fifth (20%) felt previous work experience matters and approximately 22% believed using one’s networks can really help set them up or get a job. A critical analysis of the factors as mentioned above shows that these factors were all characteristics an entrepreneur needs to be able to succeed, interestingly the graduates felt they needed them to be employed by someone else not necessarily starting their own business. The basis for the foregone argument is that approximately one-third (33%) felt that to get a job depends on your course of study while approximately one-fifth (20%) felt the final class you get was important in that regard, although these are not necessarily the requirements for an individual to set him/herself up in business, supporting the claim this paper is making. Close to 7% felt that they needed some luck to get a job or set themselves while a few (approx. 1%) believed it can only take God to help them. Mentioning God is not surprising because majority of the respondents (refer to Table 1 ) indicated their associations with some religious beliefs. Discussion The results reveal that a little less than one-third of the graduates (64%) preferred formal sector employment even in the face of labour market uncertainties and calls for self-employment. Thirty-three (33%) had a preference to work in government jobs like indicated in previous research findings (e.g. Ajayi, 2016 ; Zakaria & Alhassan, 2018). However, over the years, there have been efforts to take pressure off the government as the largest employer including a freeze on public sector employment over a period to promote self-employment, however, evidently as the findings reveal, graduates still prefer being employed either in the private or public sector with government being their first choice, regardless of the calls for graduates to consider venturing into entrepreneurship due to the current high rates of general unemployment ( Honeyman 2016 ), confirming the argument this study is making that the entrepreneurship module being taught in the universities in Ghana makes little or no impact on the students work intentions after graduation. Even though less than 10% of the graduates in this study had intentions of starting their own business after their national service ( Baah-Boateng, 2015b ). It is interesting to note that there was a significant correlation between taking an entrepreneurship course at school and having entrepreneurship intentions and this probably explains why many tertiary institutions in Ghana are incorporating undergraduate entrepreneurship courses into their curricula ( Owusu-Ansah & Poku, 2012 ; Agyemang et al., 2020 ; Mahama et al., 2023 ). However, regardless of the statistical significance, and the efforts of the universities, only 8% of the graduates used in this study had intentions of starting their own businesses. This is worth further investigation because research (such as Owusu-Ansah & Poku, 2012 ) have stressed some barriers preventing graduates from venturing into business startups as economic (lack of seed capital, availability of technical skills); legal (business registration challenges, constraints of legal regulation, bribery), socio-cultural (environmental conditions, religious and social stigma) and personal barriers (fear of failure, bad experiences of others and themselves and lack of content-specific knowledge) ( Amanamah et al., 2018 ). The sharp contrast in gender and entrepreneurial intentions after the national service program was a bit worrying as females were less likely to venture into entrepreneurship compared to their males in this study. This finding as confirmed in other previous studies ( Deh et al., 2013 , Ajayi & Anyidoho, 2017 ; Agyemang et al., 2020 ) point to females perceiving more barriers to venture into entrepreneurship than males. However, there is a disagreement in the literature because previous studies had reported that Ghanaian females are more likely than males to be new entrepreneurs ( Xavier et al. 2012 ). Some studies (e.g., Ajayi & Anyidoho, 2017 ; Reynolds et al. 2003 ) have explained an obvious contradiction between female entrepreneurial aspirations and their actual participation in entrepreneurship. These studies have it that women become entrepreneurs because they are necessitated by issues such as lack of employment opportunities or lack of flexibility with the opportunities available – flexibility to take on other roles simultaneously like child and family care, whereas men turn to entrepreneurship due to the availability of opportunities they take can advantage of. This study revealed that despite the expression of general satisfaction with their education, some of the graduates called for more attachment and internship opportunities (43%). Invariably, there have been persistent calls for more industry collaboration with educational institutions not just for research and course content support but for student support in terms of attachments and internships ( Donkoh et al., 2021 ; Mensah & Gordon, 2020 ). This may to some extent resolve the issue of mismatch between the training of graduates and industry competency needs as there will be direct input from industry into students’ training, thus, the acquisition of employer-relevant competencies. Students will in addition acquire the necessary industry experience while still in training as a foot in the door for graduates into the labour market. However, Mensah and Gordon (2020) noted that though strides have been made with regards to students’ internship placements by tertiary institutions, there are still some major constraints and barriers that hinder these academia and industry partnerships. It must be noted that as a requirement for graduation in most tertiary institutions, students need to complete at least a semester of industrial internship, probably this is not enough as requested by the graduates in this study. However, on their own some students also do continue such internships after satisfying the mandatory requirement. Again, the call for more internship by these graduates was not to help them gain skills to stand on their own, but to gain skills which they believed can make them employable, not for them to set themselves up. The split between the graduates in this study calling for more career and job fairs by the institutions and the alleged nonattendance of such fairs organized by the career and counselling units of most of the tertiary institutions is something worth noting. Could it be that the institutions do not publicize such fairs, or it is just the students being apathetic to the programs or both? Though such fairs are grounds for students to expand their networks but they are mostly geared towards organizations fishing out for best students, with a few finding opportunities to set students up on their own. Conclusions and Implications The study concludes that though the graduates were satisfied with their education, yet they wished they had received more practical hands-on training in addition, and more career and job fairs, however, none of these desires were to help them set themselves up but rather to help them to be employed by someone else, therefore, the need to re-look at the entrepreneurship modules being run by the tertiary institutions in Ghana. The findings have several implications, for researchers, it would be interesting for future studies to analyse the actual graduate outcomes after their national service using either cross-sectional designs or most importantly longitudinal approach in Ghana or sub-Saharan African region. Policy makers should reassess whether the freeze on governmental employment achieved the goal intended and come up with innovative policies on funding, entrepreneurial training or apprenticeships and ease off some of the perceived blocks to aid young graduates pursue their entrepreneurial dreams and finally, educational managers and stakeholders can set up entrepreneurial funding competitions among undergraduate students across the levels at regular intervals to help encourage graduate entrepreneurship. Ethics and consent Ethical clearance was sought from the College of Basic and Applied Sciences Ethics Committee and approved on the 30 th January, 2020 with the number ECBAS 030-19-20. As per requirements informed consent was obtained from willing participants as a written informed consent which were obtained from them through the web page Data availability Figshare: Transitions Data: https://doi.org/10.6084/m9.figshare.28184069.v1 ( Owusu-Bempah, J, et al., 2025a ). The project contains the following underlying excel data • File name: Transitions Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0). Extended data Questionnaire was the main instrument for data collection, this has been uploaded in Figshare ( Owusu-Bempah, J, et al., 2025b ). Transitions questionnaire. figshare. Online resource. https://doi.org/10.6084/m9.figshare.28296650.v1 Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0). References Abugre JB: Institutional governance and management systems in Sub-Saharan Africa higher education: Developments and challenges in a Ghanaian Research University. High. Educ. 2018; 75 : 323–339. Publisher Full Text Adams S, Quagraine FA: Journey into Entrepreneurship: Access and Challenges of Ghanaian Youths. Int. J. Bus. Econ. 2018; 17 (3): 239–253. Agyemang CB, Kekesi E, Larbi D: The nexus between locus of control and entrepreneurial intention among final year university students in Ghana. Gend. Behav. 2020; 18 (3): 16248–16260. Ajayi KF: National service and beyond. A panel study of tertiary graduates in Ghana. International Growth Centre; 2016. F-33109-GHA-1. Ajayi K, Anyidoho NA: Explaining gender differences in preference for self-employment among tertiary graduates in Ghana, WIDER Working Paper, No. 2017/147, ISBN 978-92-9256-373-8, The United Nations University World Institute for Development Economics Research (UNU-WIDER), Helsinki.2017. Publisher Full Text Alhassan I, Sowley EN, Yakubu RN, et al. : Analysis of Graduate Satisfaction and Experience with Higher Education Services in a Ghanaian University. Eur. J. Educ. Sci. 2018; 05 (4): 14–27. Publisher Full Text Ampong E: Graduate unemployment in Ghana: challenges and workable strategies. Int. J. Res. Publ. 2020; 57 (1): 108–129. Publisher Full Text Amanamah RB, Owusu EK, Acheampong A: Barriers to entrepreneurial intention among university students in Ghana. European Journal of Research and Reflection in Educational Sciences. 2018; 6 (1). Assan JK, Nalutaaya VH: Africa’s Youth Unemployment Challenge and the Pursuit of Soft Skills Development by University Students. Rev. Eur. Stud. 2018; 10 : 58. Publisher Full Text Azcona G, Chute R, Dib F, et al. : Harvesting the Future: The Case for Tertiary Education in Sub-Saharan Africa. The Maxwell School of Syracuse University; 2008; vol. 8 . . Baah-Boateng W: Unemployment in Ghana: A Cross-Sectional Analysis from Demand and Supply Perspectives. Afr. J. Econ. Manag. Stud. 2015a; 6 (4): 402–415. Publisher Full Text Baah-Boateng W: Integrated Business Establishment Survey.Amuzu A, Kombat D, editors. National employment Report. Copyright© 2015. Ghana Statistical Service; 2015b. Bawakyillenuo S, Akoto IO, Ahiadeke C, et al. : Tertiary education and industrial development in Ghana. Policy Brief. 2013; 33012 : 1–13. Bondzie EA, Cantah WG, Agyapong EW, et al. : Macroeconomic impact of the COVID-19 pandemic on the Ghanaian economy. African Review of Economics and Finance. 2021; 13 (2): 56–82. Botha PA, Botha A: Investigating the self-perceived acquired competencies of humanities graduates at a South African university. S. Afr. J. High. Educ. 2022; 36 (2): 25–45. Damoah OBO, Pepreah AA, Brefo KO: Does higher education equip graduate students with the employability skills employers require? The perceptions of employers in Ghana. J. Furth. High. Educ. 2021; 45 (10): 1311–1324. Publisher Full Text Deh IY, Asuamah SY, Agyemang IK: The link between demographics and perceive barriers to entrepreneurship. J. Small Bus. Enterp. Dev. 2013; 1 (1): 42–50. Denanyoh R, Adjei K, Nyemekye GE: Factors that impact on entrepreneurial intention of tertiary students in Ghana. Int. J. Bus. Soc. 2015; 5 (3): 19–29. Donkoh R, On LW, Donkor J: African students’ capacity building for career success. Int. J. Educ. Dev. Afr. 2021; 6 (1): 18. Gough KV, Langevang T: Introduction: Youth Entrepreneurship in Sub-Saharan AfricaGough KV, Langevang T, editors. Youth Entrepreneurs in Sub-Saharan Africa. London: Routledge; 2016. Publisher Full Text Honeyman CA: The Orderly Entrepreneur: Youth, Education, and Governance in Rwanda. Stanford, CA: Stanford University Press; 2016. International Labour Organization: Global Employment Trends 2012. Geneva, GE: International Labour Office; 2012. Kelley D, Bosma NS, Amorós JE: Global entrepreneurships monitor 2010 executive report.2011. Mahama I, Eshun P, Amos PM, et al. : Psychological precursors of entrepreneurial intentions among higher education students in Ghana. Discov. Educ. 2023; 2 (1): 29. Publisher Full Text Mahama S, Silbereisen RK, Eccles JS: Perceived work uncertainties, expectancy-value as predictors of postgraduate intentions. J. Psychol. Afr. 2013; 23 (3): 401–408. Mensah AM, Gordon C: Strategic partnerships between universities and non-academic institutions for sustainability and innovation: Insights from the University of Ghana. Sustainability Challenges in Sub-Saharan Africa I: Continental Perspectives and Insights from Western and Central Africa. 2020; pp. 245–278. Publisher Full Text Mohammed I, Bunyaminu A: Barriers to business enterprises growth in Ghana. Small Enterp. Res. 2022; 30 : 139–153. Publisher Full Text Nicholson N, Arnold J: From expectation to experience: Graduates entering a large corporation. J. Organ. Behav. 1991; 12 (5): 413–429. Publisher Full Text Oppong S: Should higher education institutions (HEIs) serve national economic needs? Why and why not? Educ. Sci. Psychol. 2013; 25 (3). Oppong S, Sachs PR: Managing graduate unemployment in emerging economies: critical analysis of the skills mismatch and oversupply theses. Poslovna izvrsnost. 2015; 9 (1): 125–137. Owusu-Ansah W, Poku K: Entrepreneurship education, a panacea to graduate unemployment in Ghana? Int. J. Humanit. Soc. Sci. 2012; 2 (15). Owusu-Bempah J, Mahama S, Osei Tutu C: transitions data. Dataset. Figshare. 2025a. Publisher Full Text Owusu-Bempah J, Osei Tutu C, Mahama S: Transitions questionnaire. figshare. Online resource. 2025b. Publisher Full Text Padi A, Musah A: Entrepreneurship as a Potential Solution to High Unemployment: A Systematic Review of Growing Research and Lessons for Ghana. International Journal of Entrepreneurship and Business Innovation. 2022; 5 (2): 26–41. Publisher Full Text Reynolds PD, Bygrave WD, Autio E, et al. : Global Entrepreneurship Monitor (GEM): Executive Report. Boston, MA: Global Entrepreneurship Research Association (GERA); 2003. Robb A, Valerio A, Barton B: Entrepreneurship education and training: insights from Ghana, Kenya, and Mozambique. World Bank Publications; 2014. Santiana R, Inderawati S, Parmadi R, et al. : Preparing vocational high school students’ 21st century skills needed through pair work strategy and youtube channel integration. Educ. Res. Int. 2022; 2022 : 1–7. Publisher Full Text Schroyens M, Langer A, Meuleman B: Service to the nation: prospective participants’ engagement with national service in Ghana. Nonprofit Volunt. Sect. Q. 2019; 48 (4): 859–884. Publisher Full Text Segbenya M, Baafi-Frimpong SA, Oppong NY: Effect of COVID-19 on acquisition of employable skills among national service personnel in Ghana. Journal of Work-Applied Management. 2021a; 13 (2): 215–226. Publisher Full Text Segbenya M, Oppong NY, Baafi-Frimpong SA: The role of national service in enhancing employability skills of tertiary graduates in Ghana: a case of national service personnel in the Central Region. High. Educ. Ski. Work-Based Learn. 2021b; 11 (5): 1089–1105. Publisher Full Text Segbenya M, Oppong NY, Nyarko EA, et al. : Demographic characteristics and employability skills among tertiary graduates in Ghana: Evidence from the National Service Scheme. Cogent Econ. Financ. 2023; 11 (2). Publisher Full Text Thompson Agyapong G, Mmieh F, Mordi C: Factors influencing the growth of SMEs: The case of Ghana. Thunderbird Int. Bus. Rev. 2018; 60 (4): 549–563. Publisher Full Text Twene P: Sources of funding for higher education in Ghana. (Master’s thesis).2014. United Nations: World Youth Report Youth and the 2030 Agenda for Sustainable Development. New York: United Nations; 2018. Xavier SR, Kelley D, Kew J, et al. : Global Entrepreneurship Monitor 2012 Global Report. Babson Park, FL: Global Entrepreneurship Research Association (GERA); 2012. Zakaria H, Alhassan YN: Tertiary students’ perceptions about their prospects of employability: The case of students in Ghana. Afr. Educ. Rev. 2019; 16 (5): 134–157. Publisher Full Text Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 06 Mar 2025 ADD YOUR COMMENT Comment Author details Author details 1 Family and Consumer Sciences, University of Ghana College of Basic and Applied Sciences, Accra, Greater Accra Region, Ghana Sheriffa Mahama Roles: Formal Analysis Crossby Osei Tutu Roles: Methodology, Writing – Review & Editing Justice Owusu-Bempah Roles: Conceptualization Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (1) version 1 Published: 06 Mar 2025, 14:268 https://doi.org/10.12688/f1000research.157505.1 Copyright © 2025 Mahama S et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Mahama S, Osei Tutu C and Owusu-Bempah J. Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions: Perspectives of Graduates Transitioning into the Labour Market [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :268 ( https://doi.org/10.12688/f1000research.157505.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 06 Mar 2025 Views 0 Cite How to cite this report: Walmsley A. Reviewer Report For: Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions: Perspectives of Graduates Transitioning into the Labour Market [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :268 ( https://doi.org/10.5256/f1000research.172961.r374433 ) The direct URL for this report is: https://f1000research.com/articles/14-268/v1#referee-response-374433 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 29 Apr 2025 Andreas Walmsley , Plymouth Marjon University, Derriford, USA Approved VIEWS 0 https://doi.org/10.5256/f1000research.172961.r374433 Overall I like the study. It is presented clearly and it is great to get some data from Ghana. I think the study provides a useful overview where further studies could add more detail, seeking to explore some of the ... Continue reading READ ALL Overall I like the study. It is presented clearly and it is great to get some data from Ghana. I think the study provides a useful overview where further studies could add more detail, seeking to explore some of the issues identified in this study. Page 8: “The results reveal that a little less than one-third of the graduates (64%)” – that should be a little less than two-thirds of… Perhaps the authors could include a brief limitations section. This could include the cross-sectional design, as well as the non-random sampling approach (which limits generalisability). Also, where on page 8 the authors’ claim “confirming the argument this study is making that the entrepreneurship module being taught in the universities in Ghana makes little or no impact on the students work intentions after graduation” I think we need to qualify that there was no pre-post-test so the results and their interpretation need to be treated with caution (comes back to the cross-sectional design). Specifically, when trying to identity any impact of entrepreneurship education (EE) the authors could compare prevalence of entrepreneurial intentions between those who engaged in, and those who did not engage in EE (as pre-post-test data are not available here). We didn’t find out that much about the entrepreneurship modules that were being taught so, again, it is difficult to know precisely why these modules didn’t lead to higher levels of entrepreneurial intent (not all entrepreneurship modules necessarily target immediate business start-up). In any case, the nature of entrepreneurial intentions has also been questioned, specifically why not more people start businesses even though intentions are high. This might be worth highlighting. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Entrepreneurship education. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Walmsley A. Reviewer Report For: Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions: Perspectives of Graduates Transitioning into the Labour Market [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :268 ( https://doi.org/10.5256/f1000research.172961.r374433 ) The direct URL for this report is: https://f1000research.com/articles/14-268/v1#referee-response-374433 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Danquah Monnie P. Reviewer Report For: Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions: Perspectives of Graduates Transitioning into the Labour Market [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :268 ( https://doi.org/10.5256/f1000research.172961.r374429 ) The direct URL for this report is: https://f1000research.com/articles/14-268/v1#referee-response-374429 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 03 Apr 2025 Patience Danquah Monnie , The University of Cape Coast (UCC), Cape Coast, Ghana Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.172961.r374429 The article discusses the current challenges facing youth in Ghana, particularly in relation to employment and entrepreneurship. The research is timely and provides valuable recommendations that, if implemented, could contribute to reducing youth unemployment in the country. However, some issues ... Continue reading READ ALL The article discusses the current challenges facing youth in Ghana, particularly in relation to employment and entrepreneurship. The research is timely and provides valuable recommendations that, if implemented, could contribute to reducing youth unemployment in the country. However, some issues need to be addressed to enhance the readability, understanding, and replication of the research. Below are key suggestions for improvement: Keyword Arrangement: The keywords should be arranged in alphabetical order to improve organization and consistency. Indication of Research Period: The specific period of the research should be stated, particularly the year of the National Service group that responded to the questionnaire. This will facilitate future replication by ensuring that researchers can identify which groups have been studied and which remain to be assessed. Clarification of Respondent Status: Under the heading Work, Postgraduate Study, and Travel Intentions , the question "Which of these do you intend to do after your graduation and national service?" suggests that respondents were still in school when completing the questionnaire. However, the study specifies that it focused on National Service personnel, meaning they were already graduates. This inconsistency should be reconciled to maintain clarity. The methods section also states that graduates were used as respondents. The authors should explicitly define the group of participants and ensure consistency throughout the document. Data Analysis Section: The data analysis description under the heading Perceptions About Their Tertiary Education should be deleted as it is best suited under Analysis Strategy . Removing this redundancy will improve the document's coherence. " The data analysis description under the heading Perceptions About Their Tertiary Education mentions that means, standard deviations, etc., were used. However, this is already covered under Analysis Strategy. " Measurement of Entrepreneurship Intention: The authors should elaborate on how entrepreneurship intention was measured in the methods section. A simple yes/no response to whether one has engaged in business or taken an entrepreneurship course may not adequately capture the intention to become an entrepreneur. The information presented in Table 2 provides a clearer and more comprehensive view of how graduates' intentions were assessed compared to the yes/no responses under Work, Postgraduate Study, and Travel Intentions . Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? I cannot comment. A qualified statistician is required. Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Clothing and Textiles, Vocational and Technical Education, Home Economics. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Danquah Monnie P. Reviewer Report For: Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions: Perspectives of Graduates Transitioning into the Labour Market [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :268 ( https://doi.org/10.5256/f1000research.172961.r374429 ) The direct URL for this report is: https://f1000research.com/articles/14-268/v1#referee-response-374429 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 30 Apr 2025 Justice Owusu-Bempah , Family and Consumer Sciences, University of Ghana College of Basic and Applied Sciences, Accra, Ghana 30 Apr 2025 Author Response Keywords arrangement : entrepreneurship modules, graduates, national service, unemployment, work intentions Indication of the research period The national service graduates for the year 2018/2019 academic year were used for the ... Continue reading Keywords arrangement : entrepreneurship modules, graduates, national service, unemployment, work intentions Indication of the research period The national service graduates for the year 2018/2019 academic year were used for the study Clarification of Respondent Status The ambiguity has been noted. The respondents were all graduates at the time of the study Data Analysis Section Comment noted and the section to be removed noted and will act accordingly Measurement of Entrepreneurship Intention The redundant addition is well noted, and we agree with the fact Table 2 explains entrepreneurship intentions better as noted by reviewer. Keywords arrangement : entrepreneurship modules, graduates, national service, unemployment, work intentions Indication of the research period The national service graduates for the year 2018/2019 academic year were used for the study Clarification of Respondent Status The ambiguity has been noted. The respondents were all graduates at the time of the study Data Analysis Section Comment noted and the section to be removed noted and will act accordingly Measurement of Entrepreneurship Intention The redundant addition is well noted, and we agree with the fact Table 2 explains entrepreneurship intentions better as noted by reviewer. Competing Interests: No competing interests were disclosed. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 30 Apr 2025 Justice Owusu-Bempah , Family and Consumer Sciences, University of Ghana College of Basic and Applied Sciences, Accra, Ghana 30 Apr 2025 Author Response Keywords arrangement : entrepreneurship modules, graduates, national service, unemployment, work intentions Indication of the research period The national service graduates for the year 2018/2019 academic year were used for the ... Continue reading Keywords arrangement : entrepreneurship modules, graduates, national service, unemployment, work intentions Indication of the research period The national service graduates for the year 2018/2019 academic year were used for the study Clarification of Respondent Status The ambiguity has been noted. The respondents were all graduates at the time of the study Data Analysis Section Comment noted and the section to be removed noted and will act accordingly Measurement of Entrepreneurship Intention The redundant addition is well noted, and we agree with the fact Table 2 explains entrepreneurship intentions better as noted by reviewer. Keywords arrangement : entrepreneurship modules, graduates, national service, unemployment, work intentions Indication of the research period The national service graduates for the year 2018/2019 academic year were used for the study Clarification of Respondent Status The ambiguity has been noted. The respondents were all graduates at the time of the study Data Analysis Section Comment noted and the section to be removed noted and will act accordingly Measurement of Entrepreneurship Intention The redundant addition is well noted, and we agree with the fact Table 2 explains entrepreneurship intentions better as noted by reviewer. Competing Interests: No competing interests were disclosed. Close Report a concern COMMENT ON THIS REPORT Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 06 Mar 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 Version 1 06 Mar 25 read read Patience Danquah Monnie , The University of Cape Coast (UCC), Cape Coast, Ghana Andreas Walmsley , Plymouth Marjon University, Derriford, USA Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Walmsley A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 29 Apr 2025 | for Version 1 Andreas Walmsley , Plymouth Marjon University, Derriford, USA 0 Views copyright © 2025 Walmsley A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Overall I like the study. It is presented clearly and it is great to get some data from Ghana. I think the study provides a useful overview where further studies could add more detail, seeking to explore some of the issues identified in this study. Page 8: “The results reveal that a little less than one-third of the graduates (64%)” – that should be a little less than two-thirds of… Perhaps the authors could include a brief limitations section. This could include the cross-sectional design, as well as the non-random sampling approach (which limits generalisability). Also, where on page 8 the authors’ claim “confirming the argument this study is making that the entrepreneurship module being taught in the universities in Ghana makes little or no impact on the students work intentions after graduation” I think we need to qualify that there was no pre-post-test so the results and their interpretation need to be treated with caution (comes back to the cross-sectional design). Specifically, when trying to identity any impact of entrepreneurship education (EE) the authors could compare prevalence of entrepreneurial intentions between those who engaged in, and those who did not engage in EE (as pre-post-test data are not available here). We didn’t find out that much about the entrepreneurship modules that were being taught so, again, it is difficult to know precisely why these modules didn’t lead to higher levels of entrepreneurial intent (not all entrepreneurship modules necessarily target immediate business start-up). In any case, the nature of entrepreneurial intentions has also been questioned, specifically why not more people start businesses even though intentions are high. This might be worth highlighting. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Entrepreneurship education. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Walmsley A. Peer Review Report For: Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions: Perspectives of Graduates Transitioning into the Labour Market [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :268 ( https://doi.org/10.5256/f1000research.172961.r374433) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-268/v1#referee-response-374433 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Danquah Monnie P. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 03 Apr 2025 | for Version 1 Patience Danquah Monnie , The University of Cape Coast (UCC), Cape Coast, Ghana 0 Views copyright © 2025 Danquah Monnie P. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The article discusses the current challenges facing youth in Ghana, particularly in relation to employment and entrepreneurship. The research is timely and provides valuable recommendations that, if implemented, could contribute to reducing youth unemployment in the country. However, some issues need to be addressed to enhance the readability, understanding, and replication of the research. Below are key suggestions for improvement: Keyword Arrangement: The keywords should be arranged in alphabetical order to improve organization and consistency. Indication of Research Period: The specific period of the research should be stated, particularly the year of the National Service group that responded to the questionnaire. This will facilitate future replication by ensuring that researchers can identify which groups have been studied and which remain to be assessed. Clarification of Respondent Status: Under the heading Work, Postgraduate Study, and Travel Intentions , the question "Which of these do you intend to do after your graduation and national service?" suggests that respondents were still in school when completing the questionnaire. However, the study specifies that it focused on National Service personnel, meaning they were already graduates. This inconsistency should be reconciled to maintain clarity. The methods section also states that graduates were used as respondents. The authors should explicitly define the group of participants and ensure consistency throughout the document. Data Analysis Section: The data analysis description under the heading Perceptions About Their Tertiary Education should be deleted as it is best suited under Analysis Strategy . Removing this redundancy will improve the document's coherence. " The data analysis description under the heading Perceptions About Their Tertiary Education mentions that means, standard deviations, etc., were used. However, this is already covered under Analysis Strategy. " Measurement of Entrepreneurship Intention: The authors should elaborate on how entrepreneurship intention was measured in the methods section. A simple yes/no response to whether one has engaged in business or taken an entrepreneurship course may not adequately capture the intention to become an entrepreneur. The information presented in Table 2 provides a clearer and more comprehensive view of how graduates' intentions were assessed compared to the yes/no responses under Work, Postgraduate Study, and Travel Intentions . Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? I cannot comment. A qualified statistician is required. Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Clothing and Textiles, Vocational and Technical Education, Home Economics. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 30 Apr 2025 Justice Owusu-Bempah, Family and Consumer Sciences, University of Ghana College of Basic and Applied Sciences, Accra, Ghana Keywords arrangement : entrepreneurship modules, graduates, national service, unemployment, work intentions Indication of the research period The national service graduates for the year 2018/2019 academic year were used for the study Clarification of Respondent Status The ambiguity has been noted. The respondents were all graduates at the time of the study Data Analysis Section Comment noted and the section to be removed noted and will act accordingly Measurement of Entrepreneurship Intention The redundant addition is well noted, and we agree with the fact Table 2 explains entrepreneurship intentions better as noted by reviewer. View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Danquah Monnie P. Peer Review Report For: Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions: Perspectives of Graduates Transitioning into the Labour Market [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :268 ( https://doi.org/10.5256/f1000research.172961.r374429) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-268/v1#referee-response-374429 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions Adjust parameters to alter display View on desktop for interactive features Includes Interactive Elements View on desktop for interactive features Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list: Examples of 'Non-Financial Competing Interests' Within the past 4 years, you have held joint grants, published or collaborated with any of the authors of the selected paper. You have a close personal relationship (e.g. parent, spouse, sibling, or domestic partner) with any of the authors. You are a close professional associate of any of the authors (e.g. scientific mentor, recent student). You work at the same institute as any of the authors. You hope/expect to benefit (e.g. favour or employment) as a result of your submission. You are an Editor for the journal in which the article is published. Examples of 'Financial Competing Interests' You expect to receive, or in the past 4 years have received, any of the following from any commercial organisation that may gain financially from your submission: a salary, fees, funding, reimbursements. You expect to receive, or in the past 4 years have received, shared grant support or other funding with any of the authors. You hold, or are currently applying for, any patents or significant stocks/shares relating to the subject matter of the paper you are commenting on. Stay Updated Sign up for content alerts and receive a weekly or monthly email with all newly published articles Register with F1000Research Already registered? Sign in Not now, thanks close PLEASE NOTE If you are an AUTHOR of this article, please check that you signed in with the account associated with this article otherwise we cannot automatically identify your role as an author and your comment will be labelled as a “User Comment”. If you are a REVIEWER of this article, please check that you have signed in with the account associated with this article and then go to your account to submit your report, please do not post your review here. If you do not have access to your original account, please contact us . All commenters must hold a formal affiliation as per our Policies . The information that you give us will be displayed next to your comment. User comments must be in English, comprehensible and relevant to the article under discussion. We reserve the right to remove any comments that we consider to be inappropriate, offensive or otherwise in breach of the User Comment Terms and Conditions . Commenters must not use a comment for personal attacks. When criticisms of the article are based on unpublished data, the data should be made available. I accept the User Comment Terms and Conditions Please confirm that you accept the User Comment Terms and Conditions. Affiliation ✕ refresh Please enter your institution. Note: To add your institution or organisation, start typing the name and then select the correct name from the list. Where applicable, the name will appear in both the original language and in English. Do not paste in the name. If the name does not appear in the drop-down list, we will display the information you have entered. ✕ refresh Country/Region * USA UK Canada China France Germany Afghanistan Aland Islands Albania Algeria American Samoa Andorra Angola Anguilla Antarctica Antigua and Barbuda Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bolivia Bosnia and Herzegovina Botswana Bouvet Island Brazil British Indian Ocean Territory British Virgin Islands Brunei Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Cayman Islands Central African Republic Chad Chile China Christmas Island Cocos (Keeling) Islands Colombia Comoros Congo Cook Islands Costa Rica Cote d'Ivoire Croatia Cuba Cyprus Czech Republic Democratic Republic of the Congo Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Falkland Islands Faroe Islands Federated States of Micronesia Fiji Finland France French Guiana French Polynesia French Southern Territories Gabon Georgia Germany Ghana Gibraltar Greece Greenland Grenada Guadeloupe Guam Guatemala Guernsey Guinea Guinea-Bissau Guyana Haiti Heard Island and Mcdonald Islands Holy See (Vatican City State) Honduras Hong Kong Hungary Iceland India Indonesia Iran Iraq Ireland Israel Italy Jamaica Japan Jersey Jordan Kazakhstan Kenya Kiribati Kosovo (Serbia and Montenegro) Kuwait Kyrgyzstan Lao People's Democratic Republic Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Macao Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Minor Outlying Islands of the United States Moldova Monaco Mongolia Montenegro Montserrat Morocco Mozambique Myanmar Namibia Nauru Nepal Netherlands Antilles New Caledonia New Zealand Nicaragua Niger Nigeria Niue Norfolk Island North Korea North Macedonia Northern Mariana Islands Norway Oman Pakistan Palau Palestinian Territory Panama Papua New Guinea Paraguay Peru Philippines Pitcairn Poland Portugal Puerto Rico Qatar Reunion Romania Russian Federation Rwanda Saint Helena Saint Kitts and Nevis Saint Lucia Saint Pierre and Miquelon Saint Vincent and the Grenadines Samoa San Marino Sao Tome and Principe Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Slovakia Slovenia Solomon Islands Somalia South Africa South Georgia and the South Sandwich Is South Korea South Sudan Spain Sri Lanka Sudan Suriname Svalbard and Jan Mayen Swaziland Sweden Switzerland Syria Taiwan Tajikistan Tanzania Thailand The Gambia The Netherlands Timor-Leste Togo Tokelau Tonga Trinidad and Tobago Tunisia Turkey Turkmenistan Turks and Caicos Islands Tuvalu UK USA Uganda Ukraine United Arab Emirates United States Virgin Islands Uruguay Uzbekistan Vanuatu Venezuela Vietnam Wallis and Futuna West Bank and Gaza Strip Western Sahara Yemen Zambia Zimbabwe Please select your country/region. You must enter a comment. Competing Interests Please disclose any competing interests that might be construed to influence your judgment of the article's or peer review report's validity or importance. Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list: Examples of 'Non-Financial Competing Interests' Within the past 4 years, you have held joint grants, published or collaborated with any of the authors of the selected paper. You have a close personal relationship (e.g. parent, spouse, sibling, or domestic partner) with any of the authors. You are a close professional associate of any of the authors (e.g. scientific mentor, recent student). You work at the same institute as any of the authors. You hope/expect to benefit (e.g. favour or employment) as a result of your submission. You are an Editor for the journal in which the article is published. Examples of 'Financial Competing Interests' You expect to receive, or in the past 4 years have received, any of the following from any commercial organisation that may gain financially from your submission: a salary, fees, funding, reimbursements. You expect to receive, or in the past 4 years have received, shared grant support or other funding with any of the authors. You hold, or are currently applying for, any patents or significant stocks/shares relating to the subject matter of the paper you are commenting on. Please state your competing interests The comment has been saved. An error has occurred. Please try again. Cancel Post var lTitle = "Rethinking Entrepreneurship Modules in Ghanaian...".replace("'", ''); var linkedInUrl = "http://www.linkedin.com/shareArticle?url=https://f1000research.com/articles/14-268/v1" + "&title=" + encodeURIComponent(lTitle) + "&summary=" + encodeURIComponent('Read the article by '); var deliciousUrl = "https://del.icio.us/post?url=https://f1000research.com/articles/14-268/v1&title=" + encodeURIComponent(lTitle); var redditUrl = "http://reddit.com/submit?url=https://f1000research.com/articles/14-268/v1" + "&title=" + encodeURIComponent(lTitle); linkedInUrl += encodeURIComponent('Mahama S et al.'); var offsetTop = /chrome/i.test( navigator.userAgent ) ? 4 : -10; var addthis_config = { ui_offset_top: offsetTop, services_compact : "facebook,twitter,www.linkedin.com,www.mendeley.com,reddit.com", services_expanded : "facebook,twitter,www.linkedin.com,www.mendeley.com,reddit.com", services_custom : [ { name: "LinkedIn", url: linkedInUrl, icon:"/img/icon/at_linkedin.svg" }, { name: "Mendeley", url: "http://www.mendeley.com/import/?url=https://f1000research.com/articles/14-268/v1/mendeley", icon:"/img/icon/at_mendeley.svg" }, { name: "Reddit", url: redditUrl, icon:"/img/icon/at_reddit.svg" }, ] }; var addthis_share = { url: "https://f1000research.com/articles/14-268", templates : { twitter : "Rethinking Entrepreneurship Modules in Ghanaian Tertiary Institutions:.... Mahama S et al., published by " + "@F1000Research" + ", https://f1000research.com/articles/14-268/v1" } }; if (typeof(addthis) != "undefined"){ addthis.addEventListener('addthis.ready', checkCount); addthis.addEventListener('addthis.menu.share', checkCount); } $(".f1r-shares-twitter").attr("href", "https://twitter.com/intent/tweet?text=" + addthis_share.templates.twitter); $(".f1r-shares-facebook").attr("href", "https://www.facebook.com/sharer/sharer.php?u=" + addthis_share.url); $(".f1r-shares-linkedin").attr("href", addthis_config.services_custom[0].url); $(".f1r-shares-reddit").attr("href", addthis_config.services_custom[2].url); $(".f1r-shares-mendelay").attr("href", addthis_config.services_custom[1].url); function checkCount(){ setTimeout(function(){ $(".addthis_button_expanded").each(function(){ var count = $(this).text(); if (count !== "" && count != "0") $(this).removeClass("is-hidden"); else $(this).addClass("is-hidden"); }); }, 1000); } close How to cite this report {{reportCitation}} Cancel Copy Citation Details $(function(){R.ui.buttonDropdowns('.dropdown-for-downloads');}); $(function(){R.ui.toolbarDropdowns('.toolbar-dropdown-for-downloads');}); $.get("/articles/acj/157505/172961") new F1000.Clipboard(); new F1000.ThesaurusTermsDisplay("articles", "article", "172961"); $(document).ready(function() { $( "#frame1" ).on('load', function() { var mydiv = $(this).contents().find("div"); var h = mydiv.height(); console.log(h) }); var tooltipLivingFigure = jQuery(".interactive-living-figure-label .icon-more-info"), titleLivingFigure = tooltipLivingFigure.attr("title"); tooltipLivingFigure.simpletip({ fixed: true, position: ["-115", "30"], baseClass: 'small-tooltip', content:titleLivingFigure + " " }); tooltipLivingFigure.removeAttr("title"); $("body").on("click", ".cite-living-figure", function(e) { e.preventDefault(); var ref = $(this).attr("data-ref"); $(this).closest(".living-figure-list-container").find("#" + ref).fadeIn(200); }); $("body").on("click", ".close-cite-living-figure", function(e) { e.preventDefault(); $(this).closest(".popup-window-wrapper").fadeOut(200); }); $(document).on("mouseup", function(e) { var metricsContainer = $(".article-metrics-popover-wrapper"); if (!metricsContainer.is(e.target) && metricsContainer.has(e.target).length === 0) { $(".article-metrics-close-button").click(); } }); var articleId = $('#articleId').val(); if($("#main-article-count-box").attachArticleMetrics) { $("#main-article-count-box").attachArticleMetrics(articleId, { articleMetricsView: true }); } }); var figshareWidget = $(".new_figshare_widget"); if (figshareWidget.length > 0) { window.figshare.load("f1000", function(Widget) { // Select a tag/tags defined in your page. In this tag we will place the widget. _.map(figshareWidget, function(el){ var widget = new Widget({ articleId: $(el).attr("figshare_articleId") //height:300 // this is the height of the viewer part. [Default: 550] }); widget.initialize(); // initialize the widget widget.mount(el); // mount it in a tag that's on your page // this will save the widget on the global scope for later use from // your JS scripts. This line is optional. //window.widget = widget; }); }); } close Error Close Add Reset F1000.MICROSERVICES.AFFILIATION = ''; $(document).ready(function () { $('.js-affiliations-form').each((index, form) => { new AffiliationForm({ formId: form.id, institutionErrorSelector: '.comment-enter-institution', departmentErrorSelector: '.comment-enter-department', placeSelector: '.js-add-comment-place', stateSelector: '.js-add-comment-state', zipCodeSelector: '.js-add-comment-zipcode', countrySelector: '.js-add-comment-country', countryErrorSelector: '.comment-enter-country', }); }); }); $(document).ready(function () { var reportIds = { "374417": 0, "374433": 4, "374432": 0, "374419": 0, "374418": 0, "374434": 0, "374429": 12, "374428": 0, "374431": 0, "374430": 0, }; $(".referee-response-container,.js-referee-report").each(function(index, el) { var reportId = $(el).attr("data-reportid"), reportCount = reportIds[reportId] || 0; $(el).find(".comments-count-container,.js-referee-report-views").html(reportCount); }); var uuidInput = $("#article_uuid"), oldUUId = uuidInput.val(), newUUId = "dc8773bc-71ba-44ef-9ca0-763406888668"; uuidInput.val(newUUId); $("a[href*='article_uuid=']").each(function(index, el) { var newHref = $(el).attr("href").replace(oldUUId, newUUId); $(el).attr("href", newHref); }); }); An innovative open access publishing platform offering rapid publication and open peer review, whilst supporting data deposition and sharing. Browse Gateways Collections How it Works Contact For Developers Cookie Notice Privacy Notice RSS Submit Your Research Follow us © 2012-2026 F1000 Research Ltd. ISSN 2046-1402 | Legal | Partner of Research4Life • CrossRef • ORCID • FAIRSharing R.templateTests.simpleTemplate = R.template(' $text $text $text $text $text '); R.templateTests.runTests(); var F1000platform = new F1000.Platform({ name: "f1000research", displayName: "F1000Research", hostName: "f1000research.com", id: "1", editorialEmail: "[email protected]", infoEmail: "[email protected]", usePmcStats: true }); $(function(){R.ui.dropdowns('.dropdown-for-authors, .dropdown-for-about, .dropdown-for-myresearch');}); // $(function(){R.ui.dropdowns('.dropdown-for-referees');}); $(document).ready(function () { if ($(".cookie-warning").is(":visible")) { $(".sticky").css("margin-bottom", "35px"); $(".devices").addClass("devices-and-cookie-warning"); } $(".cookie-warning .close-button").click(function (e) { $(".devices").removeClass("devices-and-cookie-warning"); $(".sticky").css("margin-bottom", "0"); }); $("#tweeter-feed .tweet-message").each(function (i, message) { var self = $(message); self.html(linkify(self.html())); }); $(".partner").on("mouseenter mouseleave", function() { $(this).find(".gray-scale, .colour").toggleClass("is-hidden"); }); }); Sign In Remember me Forgotten your password? Sign In Cancel Email or password not correct. Please try again Please wait... $(function(){ // Note: All the setup needs to run against a name attribute and *not* the id due the clonish // nature of facebox... $("a[id=googleSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("GOOGLE"); $("form[id=oAuthForm]").submit(); }); $("a[id=facebookSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("FACEBOOK"); $("form[id=oAuthForm]").submit(); }); $("a[id=orcidSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("ORCID"); $("form[id=oAuthForm]").submit(); }); }); If you've forgotten your password, please enter your email address below and we'll send you instructions on how to reset your password. The email address should be the one you originally registered with F1000. Email address not valid, please try again You registered with F1000 via Google, so we cannot reset your password. To sign in, please click here . If you still need help with your Google account password, please click here . You registered with F1000 via Facebook, so we cannot reset your password. To sign in, please click here . If you still need help with your Facebook account password, please click here . Code not correct, please try again Reset password Cancel Email us for further assistance. Server error, please try again. If your email address is registered with us, we will email you instructions to reset your password. If you think you should have received this email but it has not arrived, please check your spam filters and/or contact for further assistance. Please wait... Register $(document).ready(function () { signIn.createSignInAsRow($("#sign-in-form-gfb-popup")); $(".target-field").each(function () { var uris = $(this).val().split("/"); if (uris.pop() === "login") { $(this).val(uris.toString().replace(",","/")); } }); });