Creating a Graduate Language-Practice Entrepreneur from a Transformative Curriculum Perspective

Abstract

This study posits that entrepreneurship education, when integrated with effective language practice, can empower youth and foster economic growth in South Africa. It challenges the view that university graduates in language practice are primarily oriented towards employment rather than entrepreneurial engagement that support economic growth. The high unemployment rate in South Africa is discussed and underscores the urgent need to reform higher education programmes to integrate entrepreneurial skills as viable alternatives for economic survival. Grounded in bricolage theory – which advocates using locally available resources to address contextual challenges – this qualitative study involved interviews with ten graduate students. This research addressed two primary questions: (1) What are the experiences of language-practice graduates? and (2) How can entrepreneurial skills enhance employment opportunities for these graduates? The findings reveal a shortage of job opportunities for language-practice graduates. Consequently, integrating entrepreneurship into the curriculum is recommended to empower graduates to become job creators rather than job-seekers.