Keyword: entrepreneurial programme viability

ABSTRACT: Previous studies have attempted to examine entrepreneurial programme effectiveness but none of these studies focused on instructional effectiveness through personality attributes in solving this problem. This study attempts to examine how instructional effectiveness can promote the viability of entrepreneurial programmes through the mediating effect of personality characteristics. A quantitative approach was applied, and the hypothesis was statistically estimated utilizing partial least squares structural equation modelling (PLS-SEM) based on cross-sectional data obtained through the administration of a questionnaire (n = 1678) from six universities. The result showed that instructional effectiveness has a direct impact on entrepreneurial programme viability and personality characteristics, except for consciousness. Similarly, personality characteristics such as openness to experience, agreeableness, neuroticism, and conscientiousness have a direct effect on the viability of entrepreneurial programme viability. Personality characteristics mediate positively the relationship between instructional effectiveness and entrepreneurial programme viability. These findings are important in providing insights into the literature on entrepreneurial studies and making policy decisions about the current state of the programme in universities. Educational institutions should ensure that instructional activities are approached with enthusiasm and commitment to enhance the viability of their entrepreneurial programmes.. The instructors must take into cognizance diversities in instructional strategies to cater for the needs of all to acquire the anticipated skills. The notable aspect of this finding is that personality characteristics are significant predictors of students’ programme viability and can be influenced through instructional effectiveness. Thus, students’ personality makeup must be partialled into entrepreneurial curriculum designs.