Abstract
Entrepreneurship is a key driver of economic growth and innovation, and it is essential for universities to equip their students with the necessary skills and mindset to succeed as entrepreneurs. Business education programs play a crucial role in fostering entrepreneurship among students, as they provide the knowledge and tools needed to start and grow a business. The implementation of effective entrepreneurship strategies in the curriculum can have a significant impact on students' ability to identify opportunities, take risks, and create value. By integrating practical, hands-on experiences such as business plan competitions, internships, and mentorship programs, students can develop the skills and confidence needed to launch their own ventures. Federal University Otuoke, like many other institutions, recognizes the importance of entrepreneurship education and has implemented various strategies to promote entrepreneurship among its business education students. This study aims to evaluate the effectiveness of these strategies and identify areas for improvement. By conducting surveys and interviews with students and faculty members, the research will provide valuable insights into the current state of entrepreneurship education at the university. The findings will help inform future curriculum development, teaching methodologies, and support services to better prepare students for the challenges and opportunities of entrepreneurship. Overall, this study will contribute to the growing body of literature on entrepreneurship education and provide practical recommendations for enhancing the entrepreneurial ecosystem at Federal University Otuoke. It is hoped that the research will inspire other universities to adopt similar strategies to support the next generation of entrepreneurs.
Keywords: Entrepreneurship Strategies, Business Education, Implementation in Education, University Entrepreneurship Programs, Student Entrepreneurship Federal University Otuoke
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Research Hypothesis
1.6 Scope of the study
1.7 Significance of the Study
1.8 Operational Definition of Terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Theoretical Framework
2.2 Conceptual Review
2.3 Review of Related Empirical Studies
2.4 Summary of Reviewed Literature
CHAPTER THREE: METHODS
3.1 Research Design
3.2 Area of the Study
3.3 Population of the Study
3.4 Sample and Sampling Techniques
3.5 Instrument for Data Collection
3.6 Validity of the instruments
3.7 Reliability of the Instruments
3.8Administration of the Instrument
3.9 Method of Data Collection
3.10 Methods of Data Analysis
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
4.1 Results
4.2 Discussion of Finding
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study
5.2 Conclusion
5.3 Limitations of the Study
5.4 Contributions to Knowledge
5.5 Recommendations
5.6 Suggestions for Further Studies
REFERENCES
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Graduate unemployment is now a national menace with the unemployed youth posing challenge to the country's socio-economic climate (Samuel, Ofem, & Ikuenomore, 2012). Crime has increased with brigandage, incidents of armed robbery, kidnaping for ransom and these are attributed to poor entrepreneurship education delivered in the educational institutions. This is reflected in a number of deficiencies viz: analytical skills; entrepreneurial skills; problem-solving/decision-making skills; and inadequate scientific and technical skills acquired (Ugwu & Ezeani, 2012). Science is a venture in which the learner attempts to understand both the body of knowledge and the process by which this knowledge is established, extended, refined and revised Duschl, Schweingruber & Shouse, 2017). It is the process through which skills such as innovativeness and application of the existing knowledge of science prepares people for various specialty areas and occupations to the benefit of man (Onwuachu & Okoye, 2012). Science has been defined as the pursuit of knowledge about the natural environment and the social world in an empirical manner (CAISE). Science education, therefore, is the process of educating non-scientists about science content and its process. These content and process approaches to science must be in synergy with the needs of the society if it must achieve its purpose. Indeed, Ogunleye & Bamidele (2013) averred that science is an engagement in the process of inquiry using empiricism, observation, experimentation, data collection and analysis towards the desired technological development of any nation.
It is a common experience that about 80% of the graduates from Nigerian universities generally and Bayelsa State in particular find it very difficult to get employment every year. This is particularly due to the curricula of the universities and other tertiary institutions, which lay emphasis on training for white collar jobs (Amuseghan & Tayo, 2019). Entrepreneurship has become a buzzword that has gained a lot currency in the social and economic world at both national and global levels hence the importance of entrepreneurship curriculum. A study by Iqbal, Melhen and Kokash (2012) showed that the world has become global, uncertain and complex and hence required diversified entrepreneurial knowledge and skills to respond to the twin challenges of shrinking economies and unemployment.
The importance of entrepreneurship implementation strategies, knowledge and skills in graduates as echoed by Teshome (2014) who argued that modem day universities are now under pressure to produce graduates with the ability to take advantage of opportunities and come up with their own job creation plans as a means of mediating the to challenge of unemployment. According to Munyanyiwa (2015), the global economic crises as well as domestic political and economic developments have resulted in low levels of industrialization and high employment hence the need for entrepreneurship education in universities which traditionally churned out graduates for the job market rather than for employment creation. The above is also supported by Basu and Virick (2018) who argued that due to the now perceived critical importance of entrepreneurship in curbing unemployment and most importantly in the socio-economic development of nations, universities are now tasked with the unenviable responsibility of introducing entrepreneurship curricula as a mitigating measure.
Entrepreneurship in the narrowest sense, involved capturing ideas, converting them into products and, or services and then building a venture to take the product to market (Johnson, 2011). In the same vein, entrepreneurship is an undertaking in which one is involved in the task of creating and managing an enterprise for purpose (Olagun, 2014). It is equally the process of identifying opportunities in the marketplace, marshaling the resources required to pursue these opportunities and investing the resources to exploit the opportunities for long term gains (Mbah, 2018). Therefore Gerba (2012) defined entrepreneurship education as a means of developing entrepreneurial skills in people which skills manifest through creative strategies, innovative tactics, uncanny identification of trends and opportunities in the market.
Strategy according to Jeong (2013) is a predetermined comprehensive course of action which can be taken in order to attain a specific goal or aim. A strategy is therefore a well-designed action which has been identified and developed as most effective in reducing a phenomenon. According to Lombard (2011) strategy is an action which involved two or more individuals coordinating, planning, implementing and evaluating an activity in pursuit of a goal. On the other hand, entrepreneurship implementation in universities includes among others: establishment of functional entrepreneurial curriculum in line with market demand and designing of entrepreneurship programme centres in institutions.
The importance of functional curriculum as a strategy for entrepreneurship implementation cannot be over-emphasized. Functional curriculum is one that is designed to teach students skills, through formal interaction to equip them to function as competent and accepted adults in the society. Entrepreneurship curriculum has the mandate to equip the youth with functional knowledge and skill to build up their character, attitude and vision. It has vital role in developing eco-system that promotes innovation. QAA (2012) remarked its importance for providing the base for innovation and creating a value system; and developing entrepreneurial culture, which drives wealth creation and gives further push to innovations.
Functional curriculum is one that is designed to teach students skills, through formal interaction to equip them to function as competent and accepted adults in the society. Entrepreneurship curriculum has the mandate to equip the youth with functional knowledge and skill to build up their character, attitude and vision. European Union (2016) asserted that functional curriculum as a strategy of entrepreneurship implementation has a vital role in developing eco-system that promotes innovation. QAA (2012) in his own view, remarked the importance of functional curriculum for providing the base for innovation.
Abraham (2021) asserted that functional curriculum/education is the curriculum that equips recipients with adequate knowledge, skills, and competences to compete effectively for job placements within their environment. Functional education according to Abraham (2011) is in the simplest sense, a fit - for purpose education. It is the type of education given to suit the needs of the recipients to meet the demands of, and function effectively within his environment, proving useful to the recipient in his peculiar circumstances. Accordingly, Farhangmerh, et al (2016) did an empirical work to see if there is a correlation between entrepreneurship education and entrepreneurial motivation among university students. The two findings were:
Entrepreneurship competencies are predictions of entrepreneurship motivation while knowledge base is not;
Entrepreneurship education does not improve the motivation of university students to become entrepreneurs.
The study submitted that to increase entrepreneurship motivation, pedagogy should emphasize the development of student entrepreneurship skills. These negative findings need not dissuade us from pushing forward with entrepreneurship education as a basis for development of strong, well-motivated, and successful entrepreneurs. We need to be reminded that the European Commission has established that at least 20% of college students that were involved in on-the-job exposure in industries went into private business after leaving school.
In order, therefore, to build a strong entrepreneurship foundation in graduates, Henry, Hull, and Leitch (2012) argued that when developing or reviewing the entrepreneurship curriculum, courses such as the development of new organizations, new markets, and new products must form the basis of an entrepreneurship curriculum whilst business management courses must emphasize the knowledge and skills required for business practice. For such a curriculum to be effectively developed or reviewed, Mynanyiwaetal (2010) argued that four perspectives need to be taken into consideration namely: (a) the programme can be developed or reviewed from the perspective of the educators (lecturers) where curriculum is defined based on the expertise of the educators, (b) It can also be developed based on the need of students, (c) the entrepreneurship curriculum can be analyzed from the point of view of those who designed it, and (d) evaluators and reviewers of the curriculum can influence the curriculum by making judgements on the curriculum content based on the pre-set criteria of programme quality and effectiveness.
One of such strategies for achieving this in BayelsaState is teaching and research at entrepreneurship and innovation centres by universities and other tertiary institutions and the promotion of universities - private sector collaboration. This will involve developing the capacity of staff and students in entrepreneurship and innovation, engaging in outreach activities with small and medium enterprises through such interventions as business incubators. Training of entrepreneurs and conducting researches and consultancies by small business development centres in universities are considered inevitable for patenting entrepreneurial, industrial and economic growth in BayelsaState. This is the approach being adopted by National Universities Commission (NUC) through its directive to all universities in Nigeria for establishment of the centres for entrepreneurship and linkage programmes (European Commission, 2016).
Entrepreneurship programme centres are private sector development units designed to assist Nigerian students to start new business, expand and diversify existing ones. Assistance is provided in the areas of entrepreneurship training, business consulting, extension services, research, information gathering and dissemination, production processes, loan packaging etc. The Centre facilitates the implementation of the entrepreneurship education in the curricular of All National diploma (ND) and High National Diploma (HND) programmes in the college. The Centre is also involved in research, consultancy, programme development and skills acquisitions for prospective entrepreneurs.
Another entrepreneurship implementation strategy has to do with designing of entrepreneurship programmes centres in institutions. Entrepreneurship programme centres are private sector development units designed to assist Nigerians to start new business, expand and diversify existing ones. Assistance is provided in the areas of entrepreneurship training, business consulting, extension services, research, information gathering and dissemination, production processes, loan packaging, etc. The centre facilitates the implementation of the entrepreneurship education in the curricula of All National Diploma (ND) and Higher National Diploma (HND) programmes in the college. The centre is also involved in research, consultancy, programme development and skills acquisitions for prospective entrepreneurs (Centre for Entrepreneurship Development, 2018).
1.2 Statement of the Problem
Entrepreneurship Education is a type of training which, while playing its part in the achievement of the general of education on any given level, has its primary objective as the preparation of people to enter into a Career, to render efficient service and to advance from their present level of employment to higher levels Which always have significance effect on the economic development (Osuala 2013). Basic Entrepreneurship Education affords to every individual an opportunity to develop the skills, abilities and understanding that will enable him to handle competently his personal business affairs; to develop an understanding of the Vocational opportunity available in the broad field of business and to assume his citizenship Responsibilities through enlightened participation in, as well as an understanding and appreciation of the Business system (Osuala 2013). This curriculum thus provides a bridge to match up the gap between unemployment, dependency and low self-worth, Businesses has been faced with challenges such as inadequate management if fund, little or no knowledge of promoting Business products, poor marketing research to obtain findings on what is obtainable in a revolving world such as this. Furthermore, Basic Entrepreneurship curriculum is the broad area of knowledge That deals with the economy. It identifies and explains the role of business as an economic institution and Provides content and experience that prepare the individual for effective participation as a citizen and Consumer. The researcher is examining the relevance of business education on the economic development Of Nigeria.
1.3 Purpose of the Study
The main objective of the study generally is to investigate entrepreneurship implementation strategies on Business Education Student in Federal University Otuoke. Specifically, the objectives sought to:
- Find out the functional curriculum implementation strategy on Business Education Student in Federal University Otuoke.
- Determine the ways entrepreneurship programme centre implementation strategy on Business Education Student in Federal University Otuoke
- Ascertain Mentoring as an implementation strategy on Business Education Student in Federal University Otuoke.
1.4 Research Questions
The study is guided by the following research questions.
- How does functional curriculum implementation strategy enhance Business Education Student in Federal University Otuoke?
- In what ways does entrepreneurship programme centre implementation strategy enhance Business Education Student in Federal University Otuoke?
- To what extent does Mentoring stands as an Implementation strategy to Business Education Student in Federal University Otuoke.
1.5 Research Hypothesis
- There is no significant difference relationship between Functional curriculum as an Implementation strategy for teaching Business Education courses in federal university Otuoke Bayelsa State.
- There is no significant relationship between Entrepreneurships program Centre as an Implementation strategy for teaching Business Education student in Federal University Otuoke Bayelsa State.
- There is no significant relationship between Mentoring as an Implementation strategy for teaching Business Education student in Federal University Otuoke Bayelsa State.
1.6 Scope of the study
The study fully concentrates on the Entrepreneurship curriculum strategy for Business Education Student in Federal University Otuoke, study was delimited to 100 Level — 400 Level students of Business Education in Federal University Otuoke.
1.7 Significance of the Study
The findings of this study will inform the Business Education Student and business stakeholders about the importance of Entrepreneurship curriculum in the country's economic development. This research will also serve as a resource base for other academics and researchers interested in conducting additional research in this sector in the future, and if implemented, will go so far as to provide new explanations for the topic. The study will thus be Significant to
Student: It will be Significant to the students by way of enhancing their level or drive to be self-sufficient, self-employed and the need to acquire survival skills making themselves relevant to themselves and society at Large.
Educational stakeholders: The study will be of utmost importance to educational stakeholders by way of equipping them to generate more streams of income rather than full dependency on paid jobs thereby enabling them to venture into other creative ventures that will enhance the social standard Ina long run.
Society: This finding will be Significant to the Society at large because it will enhance the communal lifestyle in the society reducing social vices by way of individuals involving themselves in one activity or the other.
1.8 Operational Definition of Terms
Entrepreneurship curriculum: The Entrepreneurship Curriculum Programme (ECP) is a cost-effective investment in the development of entrepreneurial capacity of young people. ECP is inclusive since it reaches out to both girls and boys in rural and urban areas. It lays the ground for private sector development.
Business Education: Business education is a term that encompasses a number of methods used to teach students the fundamentals of business practices.
Functional Curriculum: functional curriculum focuses on functional skill development necessary for enhanced participation in society as adults. It is a curriculum that starts early in the student's schooling, focuses on skills that are demanded in everyday life and incorporates the student's present and future strengths and needs.
Entrepreneurship program centre: The Center for Entrepreneurship Development (CED) aims to function as a bridge between the worlds of education and work by developing and providing entrepreneurship education and training programs as well as serving as a resource center.
Monitoring: mentoring is when someone shares their knowledge, skills, and experience with another person to help them to progress. So, if you've shared any knowledge, skills, or experience with another person or had another person share this with you, you've been involved in mentoring.
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