The Mediating Role of Support Systems in the Relationship between Case-Based Learning and Entrepreneurial Outcomes in a Selected South African University Context

DOI

10.2991/978-2-38476-521-8_30How to use a DOI?

Abstract

While case-based learning is widely regarded as an effective pedagogical tool in entrepreneurship education, its impact is not uniform and may be shaped by the surrounding support environment. This study investigates the mediating role of support systems in the relationship between case-based learning and entrepreneurial outcomes, specifically entrepreneurial skills and intentions, among students at a South African university. Drawing from Biggs, Kember, and Leung’s Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), this research integrates pedagogical engagement through case-based learning and the availability of institutional, social, and structural support into a single analytical framework to measure the effects on entrepreneurial education outcomes. Quantitative data were gathered through a structured survey administered to 283 undergraduate students who experienced entrepreneurship education primarily through case-based learning. The results show that deep engagement with case studies, reflected in behaviors such as critical inquiry, intrinsic motivation, and proactive learning, significantly predicts the development of entrepreneurial competencies and intentions. This relationship is strengthened when support systems are in place. Support systems comprising university resources, peer and family encouragement, access to finance, mentorship, and enabling infrastructure serve as a key mediator by converting pedagogical engagement into practical entrepreneurial readiness. These findings suggest that for entrepreneurship education to yield meaningful outcomes, it must be embedded within ecosystems that offer both social encouragement and structural support. The study offers valuable insights for educators, policymakers, and university administrators by highlighting the need to integrate pedagogical approaches with systemic support to effectively cultivate entrepreneurial talent, especially in emerging economies like South Africa.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Mazanai Musara
PY  - 2025
DA  - 2025/12/29
TI  - The Mediating Role of Support Systems in the Relationship between Case-Based Learning and Entrepreneurial Outcomes in a Selected South African University Context
BT  - Proceedings of The Focus Conference (TFC 2025)
PB  - Atlantis Press
SP  - 536
EP  - 562
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-521-8_30
DO  - 10.2991/978-2-38476-521-8_30
ID  - Musara2025
ER  -