INFLUENCE OF ENTREPRENEURSHIP EDUCATION IN CREATING JOBS FOR BUSINESS EDUCATION GRADUATE

TABLE OF CONTENT

Title page

Approval page

Dedication

Acknowledgment

Abstract

Table of content

CHAPTER ONE

1.0   INTRODUCTION

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7       Definition of terms

1.8       Organization of the study

CHAPETR TWO

2.0   LITERATURE REVIEW

CHAPETR THREE

3.0        Research methodology

3.1        sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1    Introductions

4.2    Data analysis

CHAPTER FIVE

5.1    Introduction

5.2    Summary

5.3    Conclusion

5.4    Recommendation

Appendix

Abstract

For donkeys of months business education graduates have acquired entrepreneurial knowledge and skills from tertiary institutions; despite the prominent role entrepreneurship education plays in providing these graduates with the opportunities to gain the knowledge, skills, career aspiration and culture needed for business start-up or new ventures, studies have not shown the extent to which, this knowledge has helped them to venture in to new business as a means of livelihood.

CHAPTER ONE

                                        INTRODUCTION

1.1 Background of the study

Entrepreneurship education in Nigeria seems to be pursued largely in Tertiary Institutions with a number of Polytechnics, Colleges of Education, Monotechnics, Professional Institutes and Universities offering one or few entrepreneurship courses and/or programs. Entrepreneurship Education has been an important research field among developed academics for a considerable length of time. The prolonged and heightened interest in the field of entrepreneurship is impelled by several factors: some being, as a means of revitalizing stagnated economies; stimulating developing economies and coping with unemployment problems by providing new job opportunities for graduates and the likes. In developing economies, such as Nigeria, entrepreneurship education in tertiary institutions is still at its infancy and can be seen as an engine of economic progress, job creation, and social adjustment among others. With the Nigerian economy being in transition, into the new democracy, Small business start-ups are accounting for an increasingly greater proportion of economic activity in the country (Tende, 2015). Entrepreneurship has been recognized as an important element in the dynamics of all economies and it is regarded as the driving force in economic growth and job creation. The economic structure in Nigeria is well served by tertiary institutions in that; they generally provide a resource pool (graduates) for businesses across board. Graduates involvement in the economic development is of paramount importance. Developing graduates to have the spirit and drive towards entrepreneurship education and business start-ups would entail preparing them to become successful, independent, employers of labour and hence very useful to the economy. The aim of entrepreneurial education was for knowledge acquisition by students to enable them setting up and floating a business with other skills needed for its survival and also to become successful entrepreneurs. Maina (2013) sees entrepreneurial education as part of the total educational system that involves the acquisition of skills, ideas and management abilities necessary for job creation. For Gibson (2001), entrepreneurial education is defined as the process of using private initiative to transform a business concept into a new venture or to grow and diversify an existing venture or enterprise with high great potential. Entrepreneurial education is a lifelong process, starting as early as the elementary school and progressing through all levels of education, including adult education. It is seen as a tool which equips an individual to be an entrepreneur (Antoncic & Hisrich, 2003). As Emaikwu (2011) succinctly put it that entrepreneurial education focuses on developing understanding and capacity for pursuit of entrepreneurial skills and attributes. It enhances all-round development of body; mind and spirit. Entrepreneurial education involves opportunity recognition, commitment of resources and creation of a business of value to deliver goods and services.  In the same manner, it would make the society and economy entrepreneurial inclined. Graduates of tertiary institutions in Nigeria today increasingly recognize that; in the current economic climate, most jobs are rarely for life in the formal sector. The world of employment is changing. “Permanence and longevity is no longer a significant feature of career paths. Salihu, (2014). Traditional paths have disappeared, where parents’ believed in sending their children to school to make good grade and secure good white collar jobs with the government. This widely held view has led to the speculation that there will be continuing growth in self-employment as a career option for individual graduates at different stages in their life. They can also play a role in developing entrepreneurial traits in students and provide the necessary support for entrepreneurs as well as providing legitimacy to their endeavours. As tertiary institutions’ and culture changes, it will become more important to understand students’ entrepreneurial aspirations in order to achieve an institutional “fit” between higher education offerings and the needs of graduates.

1.2 STATEMENT OF THE PROBLEM

Having observed the important role entrepreneurship education play in providing the opportunity for young graduates to imbibe the attitude, entrepreneurial career aspiration and entrepreneurial culture needed for business start-up or creation of business, graduates of tertiary institutions who are unemployed and had studied entrepreneurship education with the aim of building a passionate career as entrepreneurs have being on the increase. However, it is important to unravel the extent at which these graduates practicalize the knowledge and skills acquired to become entrepreneurs after graduation. These revelations and concerns have been the motivation behind this study. Although researchers have made several attempts to resolve the problem stated, most of their work are alien to the scope and population under study. Like Mainoma, and Aruwa, (2012); Baba, (2013)., both studies looked at entrepreneurship development in Nigeria in relation to processes, principle and the challenges of entrepreneurship on the economy which is different from what this study intends to x-ray. Consequently, others authors like Akpomi E.M. (2008); Nwagwu, (2007); Ojeifo, (2013); and Olaleye, (2009) who reflected on the gap of unemployment for “youths” have based their research on the entire country which is vague as it does not clarify either educated or not educated youths; unlike this research that seeks to look at “students” from north central who may have been introduced to the same idea, weather, markets and other resources that abide there-in.

1.3 OBJECTIVE OF THE STUDY

The study has two objectives, the broad objective and the specific objective; the broad objective is to examine the influence of entrepreneurship education in creating jobs for business education graduate; specific objectives are;

1. i) To examine the influence of entrepreneurship education in job creation among business education graduate
2. ii) To ascertain if there is any relationship between entrepreneurship education and becoming entrepreneur after graduation

iii) To ascertain the impact of entrepreneurship education on job creation of business education graduate

1. iv) To proffer suggested solutions to the identified problem

1.4 RESEARCH QUESTIONS

The following research questions were formulated by the researcher to aid the completion of the study;

1. i) Does entrepreneurship education influence business education graduate to create job?
2. ii) Is there any relationship between entrepreneurship education and becoming entrepreneur after graduation?

iii) Does entrepreneurship education have any impact on job creation of business education graduate?

1.5 RESEARCH HYPOTHESES

The following research hypotheses were formulated by the researcher to aid the completion of the study;

H₀: There is no significant relationship between entrepreneurship education and becoming entrepreneur after graduation

H₁: There is a significant relationship between entrepreneurship education and becoming entrepreneur after graduation

1.6 SIGNIFICANCE OF THE STUDY

It is believed that at the completion of the study, the findings will be of great importance to business education student as the study seek to explore the importance of entrepreneurship education to business education student upon graduation, the study will also be of great importance to entrepreneur and prospective entrepreneurs as the study will proffer effective strategies and tips to job creation among business education graduate. The study will also be useful to researchers who intend to embark on a study in a similar topic as the study will serve as a reference point to further studies. Finally, the study will be of importance to students, teachers, lecturers, academia’s and the general public as the study will contribute to the pool of existing literature and also contribute to knowledge.

1.7 SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers the influence of entrepreneurship education in creating jobs for business education graduate. In the course of the study, there are some factors that limited the scope of the study;

1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
2. b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
3. c) Finance: the finance at the disposal of the researcher is a major constrain to the scope of the study, as the researcher could not cover more grounds and government business enterprise in different location of the state.

1.8 OPERATIONAL DEFINITION OF TERMS

Entrepreneurship

Entrepreneurship is the process of designing, launching and running a new business, which is often initially a small business. The people who create these businesses are called entrepreneurs

Entrepreneurship education

Entrepreneurship education seeks to provide students with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of settings.

Business

Business is the activity of making one’s living or making money by producing or buying and selling products (such as goods and services). Simply put, it is “any activity or enterprise entered into for profit.

Business education

Business education is a branch of education that involves teaching the skills and operations of the business industry. This field of education occurs at multiple levels, including secondary and higher education institutes

Graduate

A graduate school is a school that awards advanced academic degrees with the general requirement that students must have earned a previous undergraduate degree with a high grade point average.

 1.9 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows. Chapter one is concern with the introduction, which consist of the (background of the study), statement of the problem, objectives of the study, research questions, research hypotheses, significance of the study, scope of the study etc. Chapter two being the review of the related literature presents the theoretical framework, conceptual framework and other areas concerning the subject matter.     Chapter three is a research methodology covers deals on the research design and methods adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study.

 

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