Personal reflections on student entrepreneurship

Today, when I unlocked my phone, I was greeted by a series of notifications. Most of them were WhatsApp messages (which I have been considering deleting), updates from Google News about the U.S. elections and Donald Trump’s presidential victory (which made me cringe, but I reminded myself that it wasn’t my concern), and Facebook memories. I clicked on the Facebook notifications, and to my surprise, I found a post from five years ago in which some of my former students had tagged me. “Has it really been five years already?” I thought as I reacted to the memory.

I don’t know about you, but these Facebook memories have a way of reminding you that you’re getting older, and that time is relentless – it waits for no one. But back to the story: the Facebook memory was an appreciation post from a student who had thanked me for my advice and support with their branded clothing business. Just weeks before that post, I had asked the student to sell me one of their branded caps. True to his word, he delivered the customised cap to my office, and I even offered to pay 10 per cent extra. This moment took place five years ago – before the COVID-19 pandemic.

Reading this Facebook memory transported me back to pre-COVID days – the way teaching and learning were back then and the entrepreneurial discussions I often had with my students. I realised that I used to be much more involved in fostering student entrepreneurship at Nelson Mandela University before research demands claimed most of my time. My involvement stemmed from teaching entrepreneurship courses, which motivated students to launch small business ventures, with me informally serving as their mentor to help them achieve their goals. One of the strengths of the entrepreneurship course was that it was offered for a full academic year, giving my students and myself ample time to explore and experiment with different ideas.

This experience was personally fulfilling for me and invaluable for the students involved. It provided them an opportunity to hone their entrepreneurial thinking and skills, requiring them to think beyond their coursework. I made it a point to invite successful student entrepreneurs, such as Nkululeko Sthabiso Mbatha , to share their journeys and inspire their peers. I noticed how many students aspired to excel not only academically but also in their entrepreneurial pursuits. However, balancing personal financial needs with business demands proved difficult for many, particularly for those from disadvantaged backgrounds. Often, these students were the first in their families or communities to attend university, bearing significant family and community responsibilities that affected their budding business ventures.

Many students focused solely on making money without a clear understanding of their business models. They also lacked key entrepreneurial skills, such as financial management, marketing, market opportunity identification, and product design. Consequently, when they made profits, they often didn’t know how to reinvest those earnings effectively to further their businesses. These challenges are not unique; they are common among most startups and small businesses. However, I observed that students with prior exposure to entrepreneurship or a family business background had a different entrepreneurial orientation. These students benefited from familiarity with business practices, even if they hadn’t actively participated in running the family business. Through observing their parents or senior family members and occasionally helping out, they learned basic business principles. Sadly, such students were in the minority, as most of my students had little to no business exposure.

I observed that some students with a deep passion for entrepreneurship viewed it as an opportunity to launch their careers. For instance, there was a Diploma in Management student (whose name I will withhold) who decided to start a business with friends outside the university. This business focused on developing toiletry products, such as bathing soaps, body lotions, and other items that I can no longer recall. Through my interactions with these students, I noted that some did not envision themselves continuing with their chosen academic programs, as they felt these did not align with their true passions or future career paths. For example, one first-year student who sold custom-designed clothing (such as T-shirts) eventually left the university to pursue their entrepreneurial ambitions. Unfortunately, I lost contact with this student – it would have been meaningful to see if they remained on the challenging path of entrepreneurship or transitioned to something different.

Throughout my time mentoring student entrepreneurs, I often wondered whether my efforts truly made a difference. Other than a few students who expressed their gratitude for the support I provided, I am still uncertain of the overall impact. Nevertheless, I believe that even small efforts can inspire students or at least give them a chance to discover their potential.

Reflecting a decade later, I am convinced that such mentorship activities are not as effective when solely handled by academics. This is primarily because academics have numerous responsibilities, which leave them with limited time to support students in areas that do not directly contribute to their professional advancement. Unless such mentorship efforts are formally recognised and valued in academic career progression, it is difficult for academics to fully commit to mentoring student entrepreneurs – such efforts will remain part of the “hidden academic labour.” However, students often have a wealth of creative ideas and need support to refine and develop these ideas, especially during their undergraduate studies. Universities and other stakeholders need to harness this often underutilised pool of ideas to meaningfully advance national interests, particularly in areas such as social justice, poverty alleviation, job creation, and, ultimately, economic growth. By fostering an environment where students' innovative and entrepreneurial ideas are nurtured and supported, higher education institutions can play a significant role in driving positive societal and economic change.

In 2015, when I started teaching entrepreneurship modules and mentoring student entrepreneurs, there was no structured mentorship program available at the University. There was no dedicated unit to support students who wanted to pursue entrepreneurial ventures while completing their academic courses. This was unfortunate, as many student entrepreneurs on campus and in the residences were already engaged in business activities – running residence tuckshops, selling scones, muffins, and fruits (like Sthabiso), designing and selling clothing (such as Asemahle and Lindo), and trading second-hand textbooks (like Okuhle).

I would like to acknowledge the efforts of Ms. Karen Snyman from Student Governance and Development, who later established the Student Entrepreneurship Desk. I believe this Desk laid the foundation for other significant entrepreneurship initiatives, including the Madibaz Youth Entrepreneurship Lab, Student Employability and Entrepreneurship Development, Student Entrepreneurship Week, and eventually, the Nelson Mandela University Centre for Entrepreneurship & Rapid Incubator. While these initiatives are commendable, sustainable support and a coordinated effort to promote student entrepreneurship across various fields and academic levels are essential; without this, the dream of nurturing the next generation of entrepreneurs might remain unfulfilled. I argue that entrepreneurship should be integrated and emphasised across all university programs and academic departments. This approach would foster an entrepreneurial mindset among students, regardless of their field of study. Nelson Mandela University might consider developing a foundational entrepreneurship module or course available to all registered students at no cost. This initiative would not only empower students with essential entrepreneurial skills but also inspire them to think innovatively and apply entrepreneurial principles within their respective disciplines.

I am pleased to see additional initiatives, such as the Business of Arts Week and Entrepreneurship in the Medical Sector gaining traction. It is also encouraging to see more research on student entrepreneurship being conducted at Mandela University, as evidenced by recent studies by Riyaad Ismail and Atlehang N. . There is no doubt that entrepreneurship, in its many forms and expressions, is crucial for driving economic growth and reducing the high levels of unemployment facing South Africa and the broader African continent. This journey begins at the university level.

I didn’t intend for this to be lengthy, so I’ll stop here… but there is certainly more to discuss.