Policy persistence without performance: compensatory legitimacy and the expansion of entrepreneurship education in Sub-Saharan Africa
Honig, B., Aluko, O., Siwale, J., & Boso, N.
Examines why entrepreneurship education in Sub-Saharan Africa persists despite limited demonstrable impact. Drawing on institutional and compensatory entrepreneurship theory, a multi-level abductive study across Ghana, Nigeria, South Africa, and Zambia (59 interviews) shows how entrepreneurship education operates as a compensatory legitimacy mechanism linking policy mandates, institutional compliance, and student dissatisfaction.
