Fintech as syllabus and support tool in entrepreneurship education programmes: evidence from Mauritius and Nigeria

Abstract

For both practitioners and academia alike, Fintech is now considered the most evident display of the latest phase of globalization and a significant innovation in conducting business. Nevertheless, entrepreneurial education in emerging markets and specifically Africa has been less proactive in including Fintech as support tool and raising an awareness of access options for its students. Surveying students from Nigerian and Mauritius higher education institutions, the issues presented by the cohorts generally stem from, or can be supported by, lack of funds and access to them. Aside from a clearer understanding of the role of Fintech in entrepreneurship education programs specifically, there is an evident need for an updated Fintech education plan in the Bachelor’s program, Postgraduate, and specifically entrepreneurship education curriculum beyond the “light” touch awareness of funding options to digital skills. The rapid changes and lack of access in the modern economy can be supported by creating education programs that are context-sensitive for Africa. This include Fintech as support for liability of foreignness, lack of mentorship or support, and lack of access to physical banking or markets. As Fintech adapts around the requirements of every country, this should be evidenced in courses providing evidence for strategy support from government