Using educational data-mining (EDM) approaches, this study examines the evolution and efficacy of entrepreneurship education at Durban University of Technology (DUT) from 2010 to 2020. The student enrollment and performance data were analyzed using random forests (RFs) and support vector machines (SVMs). According to the findings, which are in line with DUT’s “Envision 2030” strategic plan, there has been noticeable growth in student enrollment and the addition of new entrepreneurship modules since 2017. According to the study, the RF fared better in terms of predictive accuracy than the SVM did, indicating the value of EDM approaches in predicting trends in education. The findings validate DUT’s strategic objectives and indicate areas for further investigation that might include more variables and examine the effects of outside influences.

The COVID-19 pandemic has posed significant challenges to the survival of small and medium-sized enterprises (SMEs) in South Africa, particularly in accessing necessary funding for their daily operations. This study aimed to assess the relationship between monetary access and survival of SMEs in South Africa in the post-COVID-19 era. Quantitative methods were employed to collect data from a sample of 321 SMEs in South Africa, selected through purposive technique. The collected data were analyzed using SPSS, with linear regression and Pearson’s correlation analysis determining the impact of independent factors on the dependent variable. The findings revealed a notable positive correlation between monetary access and the survival of SMEs in the post-COVID-19 era. Specifically, increased access to financial resources was associated with improved survival rates for SMEs. Furthermore, limited financial access hindered the range of services SMEs could provide and restricted their overall performance. These findings emphasize the critical importance of policymakers regularly evaluating and revising their policy actions to address the challenges SMEs face in accessing finances. By adopting effective measures to enhance monetary access for SMEs, policymakers can support their survival and enable them to thrive in the post-COVID-19 era. Finally, this study underscores the significance of monetary access for SMEs’ survival in South Africa following the COVID-19 pandemic. It highlights the need for policy interventions that alleviate SMEs’ difficulties in obtaining funding, enabling them to contribute significantly to economic growth and development.

The acquisition of entrepreneurial skills is increasingly critical for higher education institutions, particularly in the Global South, given the persistent rise in unemployment rates. In South Africa, unemployment reached 31.9 % as of the last quarter of 2024, with notably higher rates among university graduates. Consequently, entrepreneurship education has become a priority in government policies. However, entrepreneurship education in South African universities tends to remain theoretical, despite dedicated entrepreneurship centres. This creates a disconnect between entrepreneurship centres, students, and lecturers, thereby limiting the development of sustainable businesses. This study aimed to investigate and enhance engineering students’ engagement in innovation and entrepreneurship by integrating undergraduate research with practical entrepreneurial activities. Employing a mixed-methods approach, the study combined quantitative data from questionnaire surveys and qualitative insights from workshops involving Civil Engineering Diploma students at the Durban University of Technology (DUT). The students participated in activities at Innobiz, the university's entrepreneurship centre. Additional data were gathered from secondary sources such as academic journals and institutional reports. The data were analysed via both quantitative and qualitative analysis methods to provide a comprehensive understanding of student engagement. The findings suggest that the integrating research and entrepreneurship can effectively increase students’ awareness of and involvement in entrepreneurial activities. These insights could inform future educational strategies and policies to cultivate practical entrepreneurial competencies among graduates.