Entrepreneurial competencies and educational experiences of final year biokinetics students at a South African university

Abstract

Biokineticists are clinical exercise specialists who often establish private practices in clinical settings or engage in various entrepreneurial  activities in the healthcare industry. However, their entrepreneurial competencies and how formal education prepares them for the  healthcare industry have not been previously studied. A convergent parallel mixed-methods study design was used to comprehensively  examine the entrepreneurial competencies and educational experiences of 23 final-year Biokinetics students at a South African  university, utilising the validated Assessment Tools and Indicators for Entrepreneurship Education (ASTEE) questionnaire and focus  groups. Quantitative analysis revealed high mean values in key entrepreneurial competencies, including teamwork (6.52 ± 0.51),  entrepreneurial knowledge (6.46 ± 0.50), and innovative employee skills (6.03 ± 0.76), with a lower mean score for entrepreneurial  teachers (4.30 ± 1.09). Qualitative analysis identified two main themes: “students' confidence and desire to be entrepreneurs” and “curriculum-related experiences.” Factors such as personal goals, family support, prior entrepreneurial and educational experiences,  pedagogical approaches, module content, and workintegrated learning (WIL) influenced their competencies. Students expressed a need  for improved financial skills, creativity, and adaptability, underscoring the importance of a comprehensive entrepreneurial education  tailored to the professional requirements of Biokineticists. This study identifies factors (e.g., personal goals, educational experiences,  pedagogical approaches, WIL, etc.) influencing competency development and assesses students’ competency levels, providing insights  for educators, policymakers, curriculum developers, and industry stakeholders.