13th Annual International Management Conference Proceeding

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(GOK, 1999). KIA has been collaborating with other institutions through strategic alliances in her mandate areas a value emphasized in the Institute’s programmes. 4.3.5 Provision formally and/or informally of knowledge and insight into business management The quality of education and training provided is an important determinant of social and economic development and ability to respond to the challenges of changing times. GOK has made training a priority in national development strategy and provided it in many institutions (GOK, 2006: a). Provision of formal and/or informal knowledge and insight into the process of independent business management is therefore important Generally, despite the major strides made in education and training a number of challenges still persist which include: the cost of education and training, inequity in access, high wastage rates, problems of relevance and quality, under-enrolment in key post-school courses for developing entrepreneurs (GOK, 2006: a). There has been failure to inculcate a modern entrepreneurial culture, imbue learners with desirable social skills and values, a crucial element towards enterprise development and management, (Kisaka and Mokaya, 2006). This result in lack of entrepreneurial skills <strong>International</strong>ly, the opening up of regional markets in Southern Sudan, Somalia and Rwanda has given the Institute a chance to offer services. More importantly, entrepreneurship education mainly target post-secondary levels, which is too late in the lives of youth and many of whom do not go through secondary school. It is evident that increasing poverty with over 56% of Kenyans living below the poverty line and effect of HIV/AIDS (GOK, 2003) has also exacerbated the school dropout rates. In Kenya, the entrepreneurial support system is weak. The education system has also been criticized for creating a ‘culture of dependency”, while it should lead to acquisition and exercise of different skills and capacities to provide, the necessary basis for relevant forms of ‘educative experiences’. Poor coordination of entrepreneurship programmes has led to their poor performance, duplication of activities, sub-optimal use of the scarce resources and focus on training programmes that are not complementary. There have been serious shortfalls and inadequacies in physicals facilities, teaching- learning technologies, and methodologies. There has also been inadequate coordination of training activities leading to duplication of efforts. Research on curricular relevance has been ad hoc, while little monitoring and evaluation has been undertaken (GOK, 2003). KIA has been training trainers including those training entrepreneurs and also participates in forums where training Issues are deliberated. 5.0 CONCLUSION AND RECOMMENDATIONS 5.1 Conclusion Greater emphasis on entrepreneurship training, research and consultancy must rest upon an analysis and projection of the world of tomorrow. It can be argued that it will be a world of greater uncertainty and complexity for entrepreneurial behaviour evident from the impact of global pressure on societies, organizations and individuals. The cultural enterprise construction will involve remodeling support institutions along commercial lines and encouraging acquisition and use of entrepreneurial qualities to “live entrepreneurship” (Crocombe et. al., 1991) through training research and consultancy where KIA gives and will continue giving immense help. Lifelong learning aimed at producing flexible entrepreneurs, ‘education for work’ or ‘enterprise education’ are necessary (OECD/CERI, 1989) to develop a strong enterprise culture. The Kenyan society is increasingly demanding entrepreneurial behaviour at all levels. Most policy statements concerning the need for entrepreneurship and entrepreneurial education are wrapped in the rhetoric of this need. According to Kisaka and Mokaya (2006) the increase in SME’s in Kenya unfortunately has been a response to the harsh social, economic and political environment rather than development of enterprise culture. They argued, “an economic turn around in the country could lead to a massive close down of many SME’s if formal employment increases”. This leads to the confirmation that entrepreneurship culture between SME’s in Kenya is only a dream upon which support institutions such as KIA have to lead the country towards its realization. It is upon these dispositions that the development of such a culture is based. A combination of these circumstances will underwrite the existence of an “enterprise culture” in Kenya. The circumstances that lead to development of enterprise culture provide guidelines to policy actions particularly 25
with regard to training, research and consultancy. KIA can influence more policy decisions on these areas. If KIA continues to “live entrepreneurship” it will be easier to train, research and consult in entrepreneurship giving more support to those who train creative, innovative risk and initiative takers. If the enterprise culture is developed in Kenya, some of the challenges facing the country today as evidenced by the Vision 2030 (GOK, 2006:6), such as: income inequalities, low savings, and unemployment among the youth may be reduced as the country becomes more economically independent. Finally, this paper concludes that the Institute still has a critical role to play in enterprise culture development in Kenya by specifically providing more input in the areas of policy formulation, training, research and consultancy. 5.1.1 Recommendations for Policy Making Priority actions should be taken to enhance enterprise culture in Kenya in entrepreneurship. There is much challenge in making organizations and individuals entrepreneurial. For example, in training, the challenge for KIA is to lay emphasis on learning by doing. To surmount these challenges, the Institute has to take the necessary measures aimed at enhancing efficiency in service delivery within the region by basically “walking the talk”. The Institute can therefore respond effectively, efficiently and on time to research and consultancy needs without compromising on both quality and content. The Institute works with associate trainers and consultants whose services it utilizes on a need basis. 5.1.1.1 Abundant Enterprising Individuals The challenge here is how Kenya and others in the support system can develop an enterprise culture to increase the number and success rate of entrepreneurs. This paper has not exhaustively addressed these concerns, but provided a starting point for consideration of more Business Development Services (BDS) (auxiliary services provided for SMEs improvement) and support given to entrepreneurs, trainers and policymakers by the Kenyan entrepreneurial support system. 5.1.1.2 Network of independent business/family contracts and acquaintances Working methods in the world are becoming more network oriented as Hull, (2003) advises. KIA should undertake collaborative initiatives with its stakeholders including its alumni. Formation of Association by Alumni should be encouraged as a starting point in more networking. 5.1.1.4 Entrepreneurship Training Many entrepreneurs in Kenya not benefited from entrepreneurship training. To fill this gap, a more encompassing entrepreneurship development policy should be developed to cater for all entrepreneurs. The increasing players providing training to SMEs should guided by a coherent training policy (Mullei and Bokea, 1999). KIA can assist the government in developing a long–term training strategy and policy stating the role of each player. For the trainers, the entrepreneurial concept should be central to training objectives. Enterprising training enhances participation, entrepreneurial behaviour and skills of participants with the trainer facilitating learning to stimulate enterprising responses. Arguably, an enterprising trainer must constantly be backed up by an enterprising organization to develop an enterprising approach (Douglas, 1992). In a bid to address the above issues, a comprehensive public training and capacity building policy should be developed to ensure that training is systematic, well coordinated, demand driven, and cost-effective. Capacities in training institutions should also be enhanced. A national campaign to inspire and mobilize young people to be enterprising should be undertaken. There is also need for feedback from employers in enterprises to training institutions such as KIA. Policy actions recommended in GOK documents (GOK, 1986,1988, 1992 and 2005) have partially been implemented. Some are not properly targeted and interpreted to develop enterprise culture, increase entrepreneurs and enterprise productivity. KIA and other players can organize strategic workshops to discuss the implementation end evaluation of entrepreneurship policies. Entrepreneurial curricular should contribute greatly to a more dynamic entrepreneurship culture development by supplying more and better-prepared graduates who are tuned to self-employment. But, 26
Page 1 and 2: Gender diversity on the Board, Inte
Page 3 and 4: its own. Relationship-based assets
Page 5 and 6: Boards, for example, enable the fir
Page 7 and 8: H7: Firms with diverse boards are i
Page 9 and 10: 29. Johnson, J., Daily, C., and Ell
Page 11 and 12: population in Kenya especially in a
Page 13 and 14: John Adair highlighted the importan
Page 15 and 16: PRACTICAL ANALYSIS TO RESOLVING KEY
Page 17 and 18: SUB-THEME : SOCIO-CULTURAL ISSUES A
Page 19 and 20: ecognize and nourish their capabili
Page 21 and 22: threatened by increased dynamism in
Page 23 and 24: 2.0 THEORETICAL FRAMEWORK At the ro
Page 25 and 26: 2.1 Dynamics of Entrepreneurial Dev
Page 27 and 28: FIGURE I: THE ROLE OF KENYA INSITIT
Page 29 and 30: 4.2.3 Researches Services This is a
Page 31: Source: GOK, Central Bureau of Stat
Page 35 and 36: REFERENCES 1. Balunywa Waswa, (2004
Page 37 and 38: APPENDIX I: SCHEDULED PROGRAMMES RU
Page 39 and 40: economy activities that include one
Page 41 and 42: III. SMALL AND MEDIUM ENTERPRISE (S
Page 43 and 44: two professors used a survey questi
Page 45 and 46: V. RECOMMENDATIONS : ADDRESSING THE
Page 47 and 48: 16. International Finance Corporati
Page 49 and 50: DEVELOPING INTRAPRENEURSHIP IN SMAL
Page 51 and 52: � Innovators � Leaders � Inde
Page 53 and 54: The intrapreneur is really the corp
Page 55 and 56: Figure 1 The Model of Intrapreneurs
Page 57 and 58: 1. Leadership - Any organizational
Page 59 and 60: to (Kolveried and Amo, 2002). This
Page 61 and 62: REFERENCES 1. Antoncic, Bostjan and
Page 63 and 64: 39. Kibas, Peter B. and George O. K
Page 65 and 66: 75. Whitehead Martin (2004). Rescue
Page 67 and 68: Perceived desirability Perceived fe
Page 69 and 70: experience empathy is a social entr
Page 71 and 72: ATTITUDES (Behavioral beliefs x Out
Page 73 and 74: Sociologists and organizational the
Page 75 and 76: accountability. They assess their p
Page 77 and 78: DETERMINANTS OF AGRICULTURAL OUTPUT
Page 79 and 80: The Objective of the study The obje
Page 81 and 82: A production function portrays an i
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But, Y � ax j i i bi xj b ui je .
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Land Land size and land fragmentati
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Agricultural Extension Because of l
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REFERENCES: 1. Chambers R. (1983) R
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The training approach to small ente
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Topic of Training No. of Respondent
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Key to Figure A - More capital inve
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Conclusion programmes were implemen
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Bibliography 1. Abrahamson, R and H
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whether those trained start their o
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Changes were also noted in business
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Conclusions From the findings, ther
Page 107 and 108:
References 1. Baldwin, T. T., & For
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