Journal articles on the topic 'Entrepreneurship Education in Nigeria higher Institutions'
To see the other types of publications on this topic, follow the link: Entrepreneurship Education in Nigeria higher Institutions.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Entrepreneurship Education in Nigeria higher Institutions.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Efi, Anietie E. "Role of Higher Institutions in Promoting Entrepreneurship and Small Business in Developing Nations." International Journal for Innovation Education and Research 2, no. 9 (September 30, 2014): 15–22. http://dx.doi.org/10.31686/ijier.vol2.iss9.233.
Full textAbstract:
In a quest to promoting the development of entrepreneurship and small businesses in Nigeria, government in 2006 approved the total commitment of higher institutions in providing entrepreneurship education to Nigerian students by making entrepreneurship a compulsory course for all students irrespective of their disciplines. This paper examined the role of higher institutions in promoting entrepreneurship and small business in Nigeria. A critical review of entrepreneurship education in Nigeria reveals that the programme has helped in instilling and reviving entrepreneurial spirits in the minds of Nigerians, thereby encouraging and providing individuals with career options, self-sustenance, and self-reliance. This paper has also highlighted the challenges and concerns that threaten the effectiveness of entrepreneurship education in Nigeria. The paper recommends that entrepreneurship education should be introduced at the primary and secondary levels of the Nigerian educational sector as this will further boost the urge and drive for entrepreneurial practice and career option.
2
Eze, Felix John, and Ben E. Odigbo. "Entrepreneurial Education in Higher Institutions and Economic Development." International Journal of Marketing Studies 10, no. 4 (November 24, 2018): 150. http://dx.doi.org/10.5539/ijms.v10n4p150.
Full textAbstract:
This study undertook an appraisal of entrepreneurial education in higher institutions and the correlation to youths’ economic empowerment national economic development. It was prompted by the problem of growing rate of unemployment amongst the country’s youth population especially the young graduates. The objectives sought were to examine the current rate of youths’ unemployment and the implications on entrepreneurship adoption and Nigeria economic development; determine the key drivers of Asian Tigers economic growth from the 1960 to 2000 and the role of education; and ascertain the extent entrepreneurial education in higher institutions could boost Nigeria’s economic development. The study adopted a combination of survey and desk research. Data analysis was qualitatively and quantitatively done. The quantitative was through Spearman’s correlation coefficient. Results obtained reveal that the high rate of youths’ unemployment and low rate of entrepreneurship adoption by the youths have significant negative effect on the nation’s economic development. The key drivers of economic growth of the Four Asian Tigers between 1960 and 2000 were sound government policies on entrepreneurial, technical & vocational education. That entrepreneurial education in higher institutions can significantly boost Nigeria’s economic development. It was then recommended among other things that: The Nigerian youths must as matter of urgency take entrepreneurship much more serious, as a veritable complement to their educational attainment and as a surety for future greatness in the corporate world, and consequent boosting of the nation’s economy.
3
Arikpo Sampson Venatius, Aede Hatib Musta'amal, Ogumbe Boniface Ekwok, and Otu Aniema Edet. "Growing Metalwork Craft Businesses through the Lens of Entrepreneurship Education." International Journal of Entrepreneurial Research 4, no. 1 (December 2, 2020): 4–9. http://dx.doi.org/10.31580/ijer.v4i1.1523.
Full textAbstract:
Abstract
The problems of unemployment and poverty among technical education graduates require students to develop employability skills. One way of solving these problems is through the effective teaching of entrepreneurship education, especially at technical-based higher institutions. The research adopted the narrative review approach that seeks to give an understanding of current knowledge on the rationale of metalwork craft, the concept of entrepreneurship education, school-based enterprise and their usefulness for graduates’ employment and productivity in Nigerian. The review showed that entrepreneurship education in the Nigerian higher education institutions seems to be more about creating entrepreneurship awareness, as against the practical approach, which is a means for developing entrepreneurship skills. Some challenges were highlighted that impede the successful implementation of entrepreneurship studies in Nigeria and recommendations made towards the practical realization of entrepreneurship education in our higher institutions.
4
Ayanlola, Atanda Luqman, and Ugwulebo Jeremiah Emeka. "Graduate Joblessness: Conviction for Entrepreneurship Studies in Library and Information Science Programme of Nigerian Tertiary Institutions." International Journal of Sociology 2, no. 1 (January 29, 2021): 52–63. http://dx.doi.org/10.47604/ijs.1210.
Full textAbstract:
Purpose: The purpose of the study was to understand what the Nigerian graduates are passing through, most especially graduate of library and information science programme of Nigerian tertiary institutions.
Findings: The statistics of unemployed graduates in Nigeria as at 2011 showed that a disheartening figure of 42.7 million with over 1,8 million graduates churned out of our higher institutions yearly. It was further revealed that the unemployment rate in Nigeria stood at 38 percent in 2013 with further increase expected in succeeding years. The slow rate of economic growth and undeveloped private sector, faulty manpower planning, high expectations of the fresh graduate attitude towards some types of jobs, recruitments, the quest for higher education, inadequate educational curricular, immobility of labour, the long period of initial unemployment among graduates of higher institution, use of capital intensive technology, wide rural-urban migration
Conclusion: It is evident that entrepreneurship education is important for Library and Information Science students in higher institution of learning. The training of Library and Information Science students must reflect the 21st century development in the field which is influenced by the emergence of Information Technology, hence, Library and Information Science students must have computer proficiency, familiarity with metadata, database management and application, web development and design, knowledge of electronic resources and services
5
Adelaja, Ayotunde Adetola. "Entrepreneurial education exposure: a comparative investigation between technical and nontechnical higher education." Journal of Small Business and Enterprise Development 28, no. 5 (May 10, 2021): 711–23. http://dx.doi.org/10.1108/jsbed-12-2020-0429.
Full textAbstract:
PurposeThe aim of this study is to investigate the significance of entrepreneurial education on entrepreneurial intention between students of technical and nontechnical higher education institution after exposure to entrepreneurial education.Design/methodology/approachThis study adopts the TPB model and tests the difference in intention between two different samples after they have been exposed to entrepreneurial education. Therefore, the data were analyzed using linear regression and students T-test. Data were collected from students studying at technical and nontechnical higher education institutions in Nigeria at the end of the semester to verify that they have been exposed to entrepreneurial education.FindingsThe findings reveal a weak significant relationship between entrepreneurial education and entrepreneurial intention among nontechnical students, and no significant relationship was found among technical students after entrepreneurial education exposure. Further findings reveal no significant relationship between entrepreneurial education and entrepreneurial intention when the samples are combined.Practical implicationsIn response to the volatile economy and uncertain employment opportunities for graduates in Nigeria, the ministry of education and the management of higher education institutions (universities and polytechnics) have to integrate into the entrepreneurial education curriculum change of mindset, needed entrepreneurial skills, capabilities and entrepreneurial competence that is able to nurture the intention of students toward entrepreneurship opportunities identification and exploration in their immediate and extended markets.Originality/valueThis study provides a comprehensive empirical evidence of effectiveness of entrepreneurial education and intention between students with technical and nontechnical education background after entrepreneurial education exposure. This study is among the first that will put the survey timing into consideration. Therefore, fills important gap in the entrepreneurship literature.
6
Bashiru Lawal, Aliyu S. Rafi, Bashir Idris, and Agunlejika Aderogba Joseph. "Perceptions of academics in Nigerian higher education institutions on graduate attributes in computing disciplines that are desirable for employability and entrepreneurship in Nigeria." Global Journal of Engineering and Technology Advances 8, no. 1 (July 30, 2021): 019–27. http://dx.doi.org/10.30574/gjeta.2021.8.1.0097.
Full textAbstract:
This study sought to determine the computing disciplines’ graduate attributes that are perceived as most important by academics of Nigerian Higher Education Institutes (HEIs) to make graduates in computer related disciplines desirable to potential employers and entrepreneurship in Nigeria. The descriptive survey research design was adopted. One hundred and Fifty (150) academic staff of computer related disciplines across the HEIs (Universities, Polytechnics and Colleges of Education) in the North-Western Nigeria were screened and used through convenience random and purposive sampling methods. The Computing Disciplines’ Graduate Attributes Scale (CDGAS) (r = 0.90) was the research instrument used in gleaning the field data. Three research questions were raised and one hypothesis formulated, tested and analyzed using Pearson Product Moment Correlation (PPMC). The findings revealed that effective communication skills, leadership quality, collaboration and teamwork, lifelong learning skills, cognitive ability and practical skills, ability to apply knowledge to solving theoretical and practical problems creativity and innovative thinking are the most important computing discipline’ graduate attributes that are desirable for graduate employability and entrepreneurship in Nigeria. Also, result from hypothesis testing showed no significant relationship between computing discipline graduate attributes desirable for employability and that of entrepreneurship in Nigeria (r = 0.622; P < 0.05). Conclusively, the study recommended that career development support efforts should be included in the curriculum, which will focus on helping prospective graduate in computing related discipline on how graduate attributes can hinder or increase their employability and entrepreneurship strengths.
7
Ifeanyi Okoli, David, and Emmanuel Ifeanyi Okoli. "Youth Empowerment through Entrepreneurial Development in Nigeria." International Letters of Social and Humanistic Sciences 19 (December 2013): 224–33. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.224.
Full textAbstract:
Entrepreneurial development is a field that saddles its recipients with skills on how to be employable and useful to themselves and the society at large. In this paper, the emphasis is on youth empowerment which is orchestrated by the prevailing unemployment of our youths after higher education, yet each year all the higher institutions in the country keep on churning out graduates in thousands into the labour market for jobs that are non-existent. Hence the need for entrepreneurial development as a way of equipping them with the necessary skills that will enable them start up something on their own. The paper amongst others looked at the objectives of entrepreneurship development, support organizations for entrepreneurship in Nigeria, tips for entrepreneurship development, implications for entrepreneurship development on youth empowerment. More so, certain recommendations were made.
8
Usman, Hussain Muhammad, Magaji Adamu Abubakar, Ahmed Ibrahim Muhammed, and Bashir Ahmad Daneji. "The determination of the relationship between entrepreneurship education and entrepreneurial intentions of students in developing economies." Technology audit and production reserves 2, no. 4(64) (April 27, 2022): 33–37. http://dx.doi.org/10.15587/2706-5448.2022.255130.
Full textAbstract:
The object of the research is the relationship between entrepreneurship education and the entrepreneurial intention of students in developing economies. The paper aims at the provision of better understanding of premises for policy making in Higher Educational Institutions of developing economies towards enhancing the growth of entrepreneurship. Data was collected from the students of the multi-campus National Open University of Nigeria via an adapted structured questionnaire. The study utilized the non-parametric method of Structural Equation Modelling with the aid of PLS 3 software. The major finding of the study is the existence of a causal relationship between Entrepreneurship Education and Entrepreneurial Intention of the students of Higher Institutions in developing economies that is in line with several studies conducted in other developing economies. It further affirms the key role of entrepreneurship education in inspiring students’ inclination towards entrepreneurship. It recommends, amongst other things, that policymakers of Universities and other Tertiary institutions should provide, in an early stage, a modified mandatory entrepreneurial program structured to shape and develop student’s entrepreneurial Intentions.
9
Adesola, Sola, Birgit den Outer, and Sabine Mueller. "New entrepreneurial worlds." Journal of Entrepreneurship in Emerging Economies 11, no. 4 (November 4, 2019): 465–91. http://dx.doi.org/10.1108/jeee-08-2018-0076.
Full textAbstract:
Purpose The purpose of this paper is to determine if and how role models presented in entrepreneurship education can influence students’ entrepreneurial activity given that the lack of financial and material means render most role models unattainable. Design/methodology/approach Data were collected in three stages from an entrepreneurship workshop programme held in Lagos, Nigeria. Nigerian and European undergraduate and graduate business students worked together to develop sustainable business ideas for the European and African market. In this exploratory paper, the emphasis for analysis is on the Nigerian students. Findings Based on the research results, the authors identified four types of role models and gained insight into how and why they could inspire students at different stages of entrepreneurship education. Research limitations/implications This research is highly contextual with an emphasis on Europe and Africa. Given the relatively small sample of the European students in this study, this paper only presents findings from the Nigerian students. In view of time and sample size constraints, it would be useful to do a longitudinal international study to compare the approaches taken by European and African higher education institutions to develop an understanding of role models in entrepreneurship education and entrepreneurial activity. Further study is needed to explore whether role models are the way forward to address the processes of student entrepreneurial learning in the context of entrepreneurship education in Nigeria. Further work could also uncover deeper convictions, the attitudes of students with regard to race and gender, and consider implications for practice between university and industry. Practical implications The paper contributes to the development of entrepreneurship education in the context of Nigeria’s emerging economy and makes suggestions on how to stimulate entrepreneurial activity through the targeted use of role models. Social implications In view of financial, material or societal constraints to attain role models, the result of this study can be applied in other African contexts or emerging economies to develop the understanding of the relationship between role models in the industry, higher education practices and government policy. The findings of this study show that the highest impact gained is from “real-life” exchanges between students and entrepreneurs. Originality/value Traditional entrepreneurship education fails because the learner’s process of integrating and applying behaviours of entrepreneurial examples and programmes is opaque. Research on role models suggests that where they have a positive impact is where they are perceived as self-relevant and attainable. This idea is explored in the particular context of entrepreneurship education in Nigeria in West Africa, which is characterised by highly limited and fluctuating resources despite Nigeria’s relative wealth. The authors conclude with suggestions for the use of role models in entrepreneurship education, especially in the Nigerian higher education context. This paper, therefore, contributes to research on entrepreneurship role model education in emerging economies.
10
Adeyeba, A. O. "Agricultural education for youth empowerment in Nigeria: a brief review." Journal of Agriculture, Forestry and the Social Sciences 18, no. 2 (October 14, 2022): 1–11. http://dx.doi.org/10.4314/joafss.v18i2.1.
Full textAbstract:
This study was carried out to review agricultural education for youth empowerment in Nigeria. The study adopted a qualitative research approach and existing studies on related studies were sourced online. The major findings of the study disclosed that motivational strategies for effective implementation of youth empowerment programmes in Nigeria include: adequate remuneration of trainers, disbursement of long and short term loans, bursary scheme for youth educational empowerment, sharing of sewing machines, among others. Supervisory strategies for effective implementation of youth empowerment programmes in Nigeria include, provision of adequate supervision task force for youth empowerment programmes and preparation of guidelines for reporting youth empowerment training activities. Managerial strategies for effective implementation of youth empowerment programmes in Nigeria among others include: development of scopes and sequence of the training programmes, provision of a curriculum for youth empowerment programmes and proper adherence to the curriculum contents. The policy strategies for effective implementation of youth empowerment programmes in Nigeria include, promulgation of decree for compulsory youth empowerment training programmes and centres, adoption of youth oriented policies in the States and formulation of decrees for formal entrepreneurship training programmes in institutions. Based on the findings of the study, the following recommendations were made: youth empowerment programmes should be introduced in the curriculum of institutions of higher learning. Tertiary institutions should put in efforts in teaching vocational education and agricultural skills acquisition programmes to enable every Nigerian to be self-reliant, self-developed and creative.
11
Yatu, Lemun, Robin Bell, and Mark Loon. "Entrepreneurship education research in Nigeria: current foci and future research agendas." African Journal of Economic and Management Studies 9, no. 2 (June 11, 2018): 165–77. http://dx.doi.org/10.1108/ajems-08-2016-0120.
Full textAbstract:
Purpose Entrepreneurship education plays a crucial role in the development of entrepreneurs and the enhancement of entrepreneurial activities in every economy. This paper presents the findings of a review of Nigerian entrepreneurship education literature published in 20 journals over a 16-year period. The purpose of this paper is to examine research contributions in the field of entrepreneurship education within the Nigerian context, with the aim of understanding the focus and the different research areas covered by researchers in this area, and to make suggestions that can guide scholars in their future research contributions. Design/methodology/approach Systematic literature reviews are recognized methods for conducting evidence-based research. The study adopted a systematic literature review approach, drawing from a computerized search of five selected databases, using predetermined key words by the researchers. Findings The main finding of this paper is that related concepts like skills, intention, drive and attitude have been used in expounding discussions on the outcome of entrepreneurship education, but very little has been written on entrepreneurial mindset, which other studies have suggested is a crucial point in the journey of an entrepreneur (Reed and Stoltz, 2011; Neneh, 2012). Furthermore, learning and teaching of entrepreneurship in the Nigerian higher education institutions seem to be more focused on creating awareness about entrepreneurship, as against the experiential approach that scholars have argued to be a prerequisite for developing the next generation of entrepreneurs (Bell, 2015). The study also found that over 80 percent of the reviewed articles are published in journals not ranked or indexed in the ABS journal rankings or the Scopus database. Research limitations/implications The paper is limited since it is based on a review of literature from a selected range of databases, covering a specific time span. This potentially excludes other studies outside this time span. Scholarship in this area and context will benefit greatly when researchers target, choose and engage the higher ranked and more impactful journals as the outlet for their research outputs. Practical implications At a time when efforts are being made to address socioeconomic issues like poverty and unemployment through mainstream training in entrepreneurship education, this paper provides a better understanding of the state of research in this context, by highlighting the potential gaps as to where research investigation is needed for better policy formulation and guiding future research. Originality/value There are limited studies that focus on the issue of entrepreneurial mindset in entrepreneurship education in Nigeria. Overall, this paper identifies an important gap in the literature that warrants future research.
12
Otache, Innocent. "Enhancing the effectiveness of entrepreneurship education: the role of entrepreneurial lecturers." Education + Training 61, no. 7/8 (August 12, 2019): 918–39. http://dx.doi.org/10.1108/et-06-2018-0127.
Full textAbstract:
Purpose Despite the inclusion of entrepreneurship education (EE) in the curricula of tertiary education institutions in Nigeria, graduate unemployment is still an issue of serious concern. This calls into question the effectiveness of EE in influencing students’ entrepreneurial intentions (EIs) and behaviours. Perhaps, the issue is with the EE lecturers. The questions, which should be answered include: are the lecturers who teach EE entrepreneurially inclined? Can lecturers who are not entrepreneurially inclined teach students to become entrepreneurs? The purpose of this paper, therefore, is to empirically explore the role of entrepreneurial lecturers in the relationship between EE and students’ EIs. Design/methodology/approach This study adopted a quantitative approach. Thus, a self-reported questionnaire was administered to a randomly selected sample of 256 Higher National Diploma II students of the Federal Polytechnic, Idah, Nigeria, who were exposed to EE. To analyse the data collected, partial least squares structural equation modelling (PLS-SEM) was performed using SmartPLS 2.0.M3 software. Findings Data analysis showed a significantly positive relationship between EE and students’ EIs on the one hand and between EE and perceived entrepreneurial lecturers (PELs) on the other hand. It was also found that PELs had a significantly positive link with students’ EIs. Further analysis indicated that PELs had a mediating effect on the relationship between EE and students’ EIs. Research limitations/implications This study was a single institutional study. Thus, the generalisability of its findings to other institutions is limited. Extending the research to other institutions and countries might be required to validate the findings presented. Practical implications This research work has some insightful implications for the teaching of EE. By implication, it provides an answer to the question: who should teach EE? To achieve greater impact of EE on students’ EIs and behaviours, entrepreneurial lecturers are required. It implies that EE lecturers should be entrepreneurially inclined. They should demonstrate sufficient entrepreneurial attitudes, intentions and behaviours. Social implications It has been argued that graduate unemployment constitutes a social problem to the society. In this regard, the suggestions made in this paper, if applied, would help resolve the problem of graduate unemployment in Nigeria and other countries. Originality/value This study is the first to provide empirical evidence of the role of entrepreneurial lecturers in the relationship between EE and students’ EIs. It has demonstrated that entrepreneurial lecturers could transfer the influence of EE to students’ EIs. Also, it has confirmed that EE lecturers are critical in the EE-students’ EIs relationship. Overall, this study makes a significant contribution to the discussion on how to enhance the effectiveness of EE in influencing students’ EIs and behaviours.
13
Muftahu, Muhammad. "Higher Education and IR 4.0: Embedding Entrepreneurship Education in Malaysian and Nigerian Universities—Developments and Challenges." IJEBD (International Journal of Entrepreneurship and Business Development) 5, no. 5 (September 30, 2022): 888–95. http://dx.doi.org/10.29138/ijebd.v5i5.1949.
Full textAbstract:
Purpose: This paper identify major objectives as yardsticks to juxtapose our arguments throughout the study, examining the implications of IR 4.0 for higher education and entrepreneurship education by reviewing Nigeria’s and Malaysia’s national development plans to determine their relevance to IR 4.0.
Design/methodology/approach: In view of the complexities generated by the Fourth Industrial Revolution (IR 4.0), which affects every sector including entrepreneurship and education, this study undertakes a systematic literature review to ascertain the facts and discuss concepts related to higher education and entrepreneurship, particularly the role of IR 4.0 in changing and modifying the direction of entrepreneurship.
Findings: The study also highlights the approaches adopted and challenges encountered by universities in their implementation of entrepreneurship education, considering the job market disparities mentioned earlier. The paper conclude that it is imperative for both countries to instill the virtues of entrepreneurship education in their students, in order to prepare them for the challenges and needs of IR 4.0.
Research limitations/implications: This problem is largely associated with the weak approach adopted by universities in equipping students with the necessary entrepreneurial skills for today’s highly competitive industrialized era, and not in any way related to the students themselves.
Practical implications: Thousands of students graduate every year from Malaysia and Nigerian universities and other higher institutions across the globe. However, the availability of job vacancies in government and other sectors is insufficient to match the number of graduates produced annually.
Originality/value: This paper is original
Paper type: Research paper
14
Anosike, Paschal. "Entrepreneurship education as human capital: Implications for youth self-employment and conflict mitigation in Sub-Saharan Africa." Industry and Higher Education 33, no. 1 (November 15, 2018): 42–54. http://dx.doi.org/10.1177/0950422218812631.
Full textAbstract:
Previous research has focused on stable developed economies to predict that human capital and entrepreneurship education (EE) provision at the higher education (HE) level will positively affect entrepreneurial success. This article draws on the outcome of recent EE projects in two HE institutions in a conflict-torn northern Nigeria as a proxy to advocate the introduction of entrepreneurship as a compulsory component into the secondary school curriculum in Sub-Saharan Africa. Using semi-structured interview data, it is found that the provision of EE at secondary education level could help to facilitate human capital development and assist efforts to curb youth unemployment. Specifically, the study suggests that EE comprises both generic and specific human capital that increases an individual’s ability to identify and exploit opportunities, particularly for young people, and in doing so helps to reduce their vulnerability to poverty and involvement in armed conflict. Suggestions for future research and policy considerations are provided.
15
Eze, John F., and Anthony C. Nwali. "Capacity Building For Entrepreneurship Education: The Challenge For The Developing Nations." American Journal of Business Education (AJBE) 5, no. 4 (July 10, 2012): 401–8. http://dx.doi.org/10.19030/ajbe.v5i4.7117.
Full textAbstract:
Entrepreneurship is one of the key drivers for development in any society. The level of awareness of individual members, of a society, of their capacity to contribute to the economic, social and political development of their society is a key factor in development. A process of creating this self-awareness and the development of individual capacity for creative and innovative thinking, decision making and action/policy implementation should be an integral constituent of what people learn in schools, colleges and universities. The ability of the educational system to provide such training for individuals depends on the availability of the requisite capacity in terms of personnel and other facilities for appropriate transfer of knowledge, skills and building of mindset. Thus, this paper focuses on ways for developing the capacity appropriate for providing entrepreneurship education at all levels of education particularly in Africa. This paper is of the view that a wholesome education integrating entrepreneurship as part of the curriculum will provide the catalytic platform for jumpstarting development in all spheres of life, particularly in the developing world. The paper tries to find out how capacity building for entrepreneurship education has been pursued with particular reference to Nigeria, and opine how best this can be achieved in the light of the perceived lack of entrepreneurial approach to doing things, including in the public service. Also, the low level of entrepreneurship education as exemplified in the number of entrepreneurship courses offered in our Higher Educational Institutions (HEIs) and the absence of entrepreneurship as courses of study that award certificates, diplomas and degrees in this part of the world are part of the factors necessitating this paper. Part of the focus of the paper also includes the possibility of inclusion of entrepreneurship in the educational curricula at all levels of education, establishing faculties of entrepreneurship studies in the colleges, polytechnics and the universities. It is obvious that these cannot be achieved without the necessary capacity in terms of personnel and other facilities that facilitate learning. Thus we are canvassing for a holistic approach to developing capacity for this, which should include training and retraining of personnel, including faculty members in the colleges, polytechnics and universities. There should also be a collaborative effort in terms of partnership with universities in the West where entrepreneurship education has taken root and are more developed. Such partnership should also include the private sector and the non-governmental organizations. The increasing economic and social challenges, especially in the developing countries, makes all this imperative.
16
Ghina, Astri. "Effectiveness of Entrepreneurship Education in Higher Education Institutions." Procedia - Social and Behavioral Sciences 115 (February 2014): 332–45. http://dx.doi.org/10.1016/j.sbspro.2014.02.440.
Full text
17
Osemudiamen, Inegbedion Daniel, and Oghojafor, Ben E.A. "Entrepreneurship Education And Elimination Of Unemployement Among Graduates And Non-Graduates Of Tertiary Institutions In Nigeria." Journal of Women Empowerment and Studies, no. 12 (October 27, 2021): 6–16. http://dx.doi.org/10.55529/jwes.12.6.16.
Full textAbstract:
Evidence from literature suggests that failure on the part of tertiary institutions to fully implement entrepreneurship education in their curricula have led to the rising surge of high rate of unemployment and poverty. The study examined the relationship between entrepreneurship education and the elimination of unemployment among graduates and non-graduates of tertiary institutions, with special focused on university of Lagos. The study adopted the survey descriptive research design involving the use of primary. Primacy data were collected using copies of structured questionnaire that was administered to a sample of respondents. The total population was 44183. Purposive and random sampling techniques were employed in this research in selecting a sample size of 396. Data collected were analysed using descriptive and inferential statistical tools. Pearson correlation statistics was adopted to examine the relationship between entrepreneurship educational training and elimination of unemployment among graduate and non-graduates in Nigeria universities, determined inclusion of entrepreneurship education in curriculum and elimination of unemployment among graduates of tertiary institutions in Nigeria. In addition, evaluate the relationship between entrepreneurship empowerment programs and elimination of unemployment in tertiary institutions in Nigeria. The results revealed that there was a positive relationship between entrepreneurship education and elimination of unemployment among graduates and non-graduates in Nigeria (r=.761, p<.05). Also, showed inclusion of entrepreneurship education in the curriculum significantly eliminates unemployment among graduates and non-graduate of tertiary institutions in Nigeria (.713, p<.05), finally, revealed that there was a positive relationship between entrepreneurship empowerment and elimination of unemployment among graduate and non-graduates of tertiary institutions. Therefore, the study recommended that tertiary institutions should set up entrepreneurship laboratory or hub in collaboration with industries to train students to be self-employed in order to eliminate unemployment and take advantage of the dynamics and new market opportunities.
18
Boldureanu, Gabriela, Alina Măriuca Ionescu, Ana-Maria Bercu, Maria Viorica Bedrule-Grigoruță, and Daniel Boldureanu. "Entrepreneurship Education through Successful Entrepreneurial Models in Higher Education Institutions." Sustainability 12, no. 3 (February 10, 2020): 1267. http://dx.doi.org/10.3390/su12031267.
Full textAbstract:
In higher education institutions, entrepreneurship learning based on successful entrepreneurial role models may promote education for sustainable development. Several theoretical perspectives, such as the human capital theory, the entrepreneurial self-efficacy and self-determination theory, argue that entrepreneurship education is positively correlated with entrepreneurial intentions of students, as it provides adequate know-how and skills and motivates them to develop their entrepreneurial careers. In entrepreneurship education programmes, exposure to successful entrepreneurial models could be a significant factor for stimulating students’ confidence in their ability to start a business and for improving their attitudes towards entrepreneurship. This study aims (i) to identify characteristics viewed by students as being specific to a successful entrepreneur, (ii) to establish the influence of exposure to successful entrepreneurial role models (chosen by students) during entrepreneurship education classes on student entrepreneurial intentions, and (iii) to assess how such exposure influences the attitudes of students towards entrepreneurship. For this purpose, the authors ran a pilot experiment with 30 graduate students enrolled in a Business Creation course using a research methodology that combined qualitative techniques with quantitative measures. Content and statistical analyses were utilised to examine differences in student entrepreneurial intentions and attitudes towards entrepreneurship after being exposed to successful entrepreneurial models. Our study provides evidence that entrepreneurship education based on successful entrepreneurial role models may positively influence the entrepreneurial attitudes and intentions of students and could lead to higher orientation of student perception towards social benefits of entrepreneurship (new jobs) compared to financial ones (high income). However, our findings stress that if educators want to improve the efficiency of education focused on developing entrepreneurial skills, graduate programmes should be designed differently for business and non-business students, since studying successful entrepreneurial stories impacts these two groups differently.
19
Ubogu, Rowell. "Entrepreneurship Education: Challenges and Strategies towards Promoting Entrepreneurship in Higher Education in Nigeria." Academic Journal of Interdisciplinary Studies 9, no. 5 (September 21, 2020): 125. http://dx.doi.org/10.36941/ajis-2020-0091.
Full textAbstract:
Entrepreneurship education has great success in the field of education. Its activity has increased significantly in the USA, Asian and European countries during the last decades. Nevertheless, the training programme in developing countries like Nigeria has concentrated more on teaching knowledge and skills basically in principle. Products of these training are expected to be engaged in either self-employment or being employed. Unfortunately, the Niger-delta region of Nigeria is characterized by high levels of youth restiveness, unemployment, poverty and crime. Attempting to solve these ill, the questionnaire titled Entrepreneurship Education and Students challenges (EESC) was used to gather data from eight hundred and sixty-four students sampled from faculty of education and social sciences in Niger-delta region universities of Nigeria. The study identified various challenges, prospects and government efforts aimed at building the entrepreneurship culture among undergraduate students of Nigerian Universities especially graduates of the Niger-delta region. The study concluded by postulating certain recommendations which if adopted will drastically reduce the social vices faced in this region.
20
Radin A Rahman, Radin Siti Aishah, and Zaidatol Akmaliah Lope Pihie. "Students Perception on Social Entrepreneurship Education in Higher Education Institutions (HEIs)." International Journal for Innovation Education and Research 3, no. 1 (January 31, 2015): 10–18. http://dx.doi.org/10.31686/ijier.vol3.iss1.296.
Full textAbstract:
Education can play a role in heightening the development of social entrepreneurship (SE) knowledge and skills in a developing country. Malaysia is amongst countries with undesirably low achievement level in the overall social entrepreneurship activity. Hence, efforts need to be enhanced so that the younger generation would be more inclined and motivated to partake in social entrepreneurship to contribute to the existing added value that students already possess. The early cultivation of social entrepreneurship can be detected through informal exposure by students who are actively involved in voluntary projects and developmental community club called ENACTUS. Apart from that, some higher education institutions are offering subjects and short term projects related to social entrepreneurship. The efficacy of SE education will be a yard stick to ensure that more prospective social entrepreneurs are produced in the future. Therefore, a descriptive research has been conducted on 350 ENACTUS members using stratified sampling to explore students and alumni perception on social entrepreneurship. Findings showed that a majority of students agreed if SE education is made a compulsory course in HEI. However, the alumni did not agree with this idea. Although many students and Alumni admitted that they understand the social entrepreneurship concept, nevertheless there are a select few who could not complete their main goal when managing ENACTUS projects. Therefore, they were unable to make their ideologies run concurrently with goals of the projects. This article will attempt to discuss the implications of cultivating the social entrepreneurship culture.
21
Usman, Ahmadi, and Abdul Hamid. "The Status and Challenges of Entrepreneurship Education in Vocational Higher Education Institutions in Indonesia." Jurnal Kewirausahaan dan Bisnis 27, no. 2 (December 29, 2022): 130. http://dx.doi.org/10.20961/jkb.v27i2.60757.
Full textAbstract:
<p>Vocational higher education is one of the types of Indonesian higher education. In practice, entrepreneurship has been considered the most important subject that should be taught in vocational higher institutions. Numerous studies have been conducted by discussing the topic of vocational education and entrepreneurship in Indonesia. However, limited studies have been conducted on implementing entrepreneurship education at the Indonesian vocational higher education level. This study aims to explain the status and challenges of entrepreneurship education in Indonesian vocational higher education institutions. The method used in the study was based on a descriptive qualitative method focusing on a contextual review of the literature. The review is enhanced by collecting data from articles, books, reports, and vocational higher education intuitions' websites. This study found that entrepreneurship education has been implemented in vocational higher education institutions, although some aspects still need improvements. Further, the development of entrepreneurship education in vocational higher education institutions in Indonesia is confronted by internal and external challenges. Lastly, the study's findings have significant implications for researchers, policymakers, and entrepreneurship educators.</p><p><strong><em>Keywords:</em></strong><em> challenges; entrepreneurship education; institutions; status; vocational higher education</em></p>
22
Badulescu, Daniel, and Alina Badulescu. "MANAGING ENTREPRENEURSHIP EDUCATION IN HIGHER EDUCATION INSTITUTIONS - CASE ROMANIA." MEST Journal 2, no. 2 (July 15, 2014): 1–9. http://dx.doi.org/10.12709/mest.02.02.02.01.
Full text
23
Watson, Kayleigh, and Pauric McGowan. "Rethinking competition-based entrepreneurship education in higher education institutions." Education + Training 62, no. 1 (December 2, 2019): 31–46. http://dx.doi.org/10.1108/et-11-2018-0234.
Full textAbstract:
Purpose The purpose of this paper is to focus with the university-based business plan competition (BPC) and proposes how the theory of effectuation might inform a new model. Such a purpose is timely given the under-challenged nature of the BPC methodology. Design/methodology/approach Extant literature pertaining to business planning and the business plan within entrepreneurship education and effectuation is reviewed; numerous conceptual issues which undermine BPC provision in its traditional form are then identified. In response to these identified issues, a series of principles which could underpin the introduction of an effectuation-led business coopetition (EBC) are outlined. Findings Strong emphasis on business plan production within a conventional BPC model raises questions about its capacity to release the entrepreneurial potential of the higher education institution student and provide them with an authentic and relevant entrepreneurial learning experience. Through using the ideas of effectuation to rethink provision, the action of business plan production can usefully be replaced with the action of business implementation. As well as facilitate a beneficial shift from competition to coopetition-based entrepreneurship education. Originality/value This paper valuably critiques the efficacy of a commonly employed yet under-challenged methodology for entrepreneurship education; the BPC. The propositions offered can guide competition provision in a more authentic, realistic and relevant way that is potentially better suited to inspiring and supporting entrepreneurial new venturing amongst students and graduates now rather than in the future. The paper thus has practical value to those designing and delivering competition-based entrepreneurship education.
24
Bergmann, Heiko, Mario Geissler, Christian Hundt, and Barbara Grave. "The climate for entrepreneurship at higher education institutions." Research Policy 47, no. 4 (May 2018): 700–716. http://dx.doi.org/10.1016/j.respol.2018.01.018.
Full text
25
Looi, Kim Hoe, and Alex Maritz. "Government institutions, entrepreneurship education and entrepreneurship education programmes in Malaysia." Education + Training 63, no. 2 (January 12, 2021): 271–91. http://dx.doi.org/10.1108/et-07-2020-0217.
Full textAbstract:
PurposeThis study aims to examine the status of entrepreneurship education (EE) in Malaysia and entrepreneurship education programmes (EEPs) offered by Malaysian public and private higher education institutions (HEIs), against the backdrop of macro-level context of Malaysian government institutions related to entrepreneurship.Design/methodology/approachThis study replicates and extends the research by Maritz et al. (2015, 2019). The study expands a nascent archetype regarding an iterative and systematic open-ended emergent enquiry, together with data collection from Malaysian HEIs.FindingsThe findings suggest significant emergence of EE (programmes and research) in Malaysia, despite EEPs being sparsely distributed across HEIs in the bottom half of Table 1. The top ten HEIs (12% of all HEIs in Table 1) accounted for 35% of all EEPs. This study highlights the significant influence of Malaysian government institutions related to entrepreneurship on EE and EEPs.Research limitations/implicationsThe findings are subject to the availability and accuracy of information and documents available on official websites of HEIs. This limitation has been mitigated with telephone and email inquiries and other sources of information.Practical implicationsThe findings provide critical grounding and inferences on the status of EE and EEPs in Malaysia for researchers, practitioners, HEIs, governments and other stakeholders.Originality/valueThis study is first of its kind on emergent enquiry into the status of EE in Malaysia and EEPs offered by 19 public HEIs and 67 private HEIs in Malaysia. Moreover, this study links macro-level context of the Malaysian government institutions related to entrepreneurship with micro-level context of EE and EEPs.
26
Victor O, Okoye, and Okoye Chinasa R. "ENTREPRENEURSHIP EDUCATION IN TERTIARY INSTITUTIONS: A PARADIGM FOR SUSTAINABLE DEVELOPMENT." International Journal of Research -GRANTHAALAYAH 7, no. 9 (September 30, 2019): 63–70. http://dx.doi.org/10.29121/granthaalayah.v7.i9.2019.560.
Full textAbstract:
The paper attempts to highlight the importance of entrepreneurship education in the quest for sustainable development and the role of tertiary institutions in promoting sound entrepreneurship education. In Nigeria, just like other developed and developing countries, tertiary institutions, through research and innovation, have been saddled with the responsibility of integrating sustainable development into their teachings and learnings. As societies look for solutions that could lead to sustainable development, entrepreneurship education, being offered in tertiary institutions, is becoming increasingly more appealing. Thus, given their primary role as knowledge producers, tertiary institutions, through research and innovation, can serve as powerful means to help create a more sustainable future by engaging in entrepreneurship education. Going forward, this paper also highlights the role of tertiary institutions in this very important subject of sustainable development, the reasons why people choose to be entrepreneurs as well as the importance of entrepreneurship education. The paper concludes by proffering suggestions on the way forward.
27
Adebayo, Aina M. "Entrepreneurship Education in Public Universities in Ekiti State, Nigeria." International Journal of Education and Literacy Studies 6, no. 4 (October 31, 2018): 58. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.58.
Full textAbstract:
The inclusion of entrepreneurship education to university curriculum is to make the content more functional. However, it seems that entrepreneurship education has not been achieving its objectives in Nigeria. The main purpose of this study was to compare entrepreneurship education in two public universities in Ekiti State. The survey research design was adopted. The sample of the study consisted of 101 lecturers/trade experts from these universities. Two questionnaires were used to collect data. The instruments were validated by two lecturers from Ekiti State University (EKSU) and the Federal University, Oye Ekiti (FUOYE). The reliability test yielded a coefficient of 0.73. The findings showed that lecture method was mostly used in the two institutions, among others. Based on the findings of this study, it was recommended that adequate instructional materials should be provided. Also, the use of field trip is recommended to enable the students to receive first-hand information about these entrepreneurship trades from the appropriate companies/sites/industries, among others.
28
Fulgence, Katherine. "Assessing the status of entrepreneurship education courses in higher learning institutions." Education + Training 57, no. 2 (March 16, 2015): 239–58. http://dx.doi.org/10.1108/et-05-2013-0063.
Full textAbstract:
Purpose – The purpose of this paper is to assess the status of entrepreneurship courses offered in education schools. It provides recommendations for how to address the existing challenges by developing entrepreneurship initiatives in education schools. Design/methodology/approach – A survey was circulated to the management of all education schools in Tanzania, respective entrepreneurship educators and graduates from these schools. Random sampling was used to select teachers who had graduated from education schools. Findings – The findings show that all education schools have an entrepreneurship module in the development studies course, which is mandatory for all students in first year. From 2008 to date, six education schools (31.6 per cent) have introduced stand-alone courses at undergraduate level reflecting entrepreneurship in their title and 68.4 per cent are planning to introduce entrepreneurship courses both at undergraduate and postgraduate level. Although entrepreneurship educators demonstrate subject specialty, they use traditional teaching and assessment techniques. The lack of books on entrepreneurship and the large number of students were cited as the main challenges affecting their role as subject facilitators. Research limitations/implications – The study was limited to education schools in higher education institutions. Similar studies in non-business disciplines need to be conducted to establish how entrepreneurship is developed among graduates of higher education institutions. Practical implications – The study recommends that the management of all education schools should be made aware of the need to provide courses in entrepreneurship, to integrate experiential learning and innovative techniques in the teaching and assessment processes and to involve students in extra-curriculum activities. Originality/value – This is the first study to be conducted in Tanzanian higher education institutions that focuses on the teaching of entrepreneurship to education school students.
29
A, Audu, G. "Role of Entrepreneurship Education and Vocational Education in the Management of Education." Journal of Advances in Education and Philosophy 6, no. 7 (July 13, 2022): 377–82. http://dx.doi.org/10.36348/jaep.2022.v06i07.004.
Full textAbstract:
This paper reviewed the role of entrepreneurship and vocational education in sustainable development. Graduate unemployment is one of the greatest challenges that bedevil Nigeria, a nation endowed with enormous wealth in terms of human, mineral and natural resources. This paper stresses the importance of entrepreneurship and vocational education curriculum in solving unemployment problems and achieving sustainable development. This papers argues that entrepreneurship and vocational education will provide students who are leaders of tomorrow with skills with which they can be self-reliant because human resource through knowledge based capacity are the cornerstone for effective management and utilization of natural resources. The paper concludes that entrepreneurship and vocational education when engendered leads to employment generation, growth of the economy and promotes sustainable development. The paper recommended that educational institutions at all levels must inculcate and intensify the integration of entrepreneurship and vocational education into its curriculum systems.
30
Bukar, Grema Maina, and Yohanna A. Timothy. "Impact of Polytechnic Education on Enterprenuership Development in Nigeria." International Letters of Social and Humanistic Sciences 15 (October 2013): 9–21. http://dx.doi.org/10.18052/www.scipress.com/ilshs.15.9.
Full textAbstract:
The consequential failures of breakeven in respect to business expectations in Northern Nigeria drive around the competent knowledge acquired by entrepreneurs. This knowledge can be translated into identifiable opportunities with lucrative business openings. As such impacting knowledge on Entrepreneurship Education to yield employment opportunities through the entrepreneurship development was the bases of this Research work. Survey Method was designed and used with Multistage sampling procedure. The responses were categorized into four Stages. (9) local governments were randomly selected from three (3) senatorial zones in Stage One. In the second stage, fifty (50) Ramat Polytechnics graduates engaged in Entrepreneurship businesses in the areas of Technical, Vocational, Businesses etc. courses were purposively selected from 27 local governments of the state. Descriptive statistic and five point likert scale were used to analyze the data. The result shows that; there were several types of entrepreneurs that are products of Polytechnic Education fastened in economic growth with employment opportunities created through the entrepreneurship development through expanding of businesses and poverty reduction. It was recommended that Entrepreneurship development should become part and parcel of tertiary Institutions’ curriculum so that youngsters will acquire the necessary skills from the onset.
31
Smith, A. J., L. A. Collins, and P. D. Hannon. "Embedding new entrepreneurship programmes in UK higher education institutions." Education + Training 48, no. 8/9 (October 2006): 555–67. http://dx.doi.org/10.1108/00400910610710001.
Full text
32
Petridou, Eugenia, Aikaterini Sarri, and Lida P. Kyrgidou. "Entrepreneurship education in higher educational institutions: the gender dimension." Gender in Management: An International Journal 24, no. 4 (June 12, 2009): 286–309. http://dx.doi.org/10.1108/17542410910961569.
Full text
33
Carter, Sara, and Elaine Collinson. "Entrepreneurship education: Alumni perceptions of the role of higher education institutions." Journal of Small Business and Enterprise Development 6, no. 3 (September 1999): 229–39. http://dx.doi.org/10.1108/eum0000000006679.
Full text
34
Mei, Hong, Ching-Hung Lee, and Yuanyuan Xiang. "Entrepreneurship Education and Students’ Entrepreneurial Intention in Higher Education." Education Sciences 10, no. 9 (September 22, 2020): 257. http://dx.doi.org/10.3390/educsci10090257.
Full textAbstract:
Facing the challenging employment situation and the changing labor market, developing student entrepreneurial intention has attracted significant policy consideration in China. This study describes the background of entrepreneurship education in China’s higher education institutes and explores the influences of entrepreneurship education on student entrepreneurial intention. Using data from a survey on students in China, this study finds that students in different types of institutions and different major fields had a different level of engagement in entrepreneurship education. Further, the higher the level of entrepreneurship education the students received, the stronger their self-efficacy of entrepreneurial decision-making was, and the stronger their entrepreneurial intention was. Student entrepreneurial decision-making self-efficacy played a mediating role between entrepreneurship education and student entrepreneurial intention. We found that entrepreneurship education has a positive effect on entrepreneurial intention. Entrepreneurship education course-taking has a positive effect on entrepreneurial decision-making. Furthermore, the positive effect of self-efficacy of entrepreneurial decision-making on entrepreneurial intention was also confirmed. We also found that self-efficacy of entrepreneurial decision-making played the significant role of mediator between entrepreneurship education and entrepreneurial intention. The findings also showed a difference between the current China context and the western context that taking entrepreneurship-related classes had more considerable influences on student entrepreneurial intention than entrepreneurship-related practicum. We discuss the implications of the improvement of higher education in China and relevance to other contexts.
35
Salem, Mohamed Imam. "Higher Education As A Pathway To Entrepreneurship." International Business & Economics Research Journal (IBER) 13, no. 2 (February 27, 2014): 289. http://dx.doi.org/10.19030/iber.v13i2.8443.
Full textAbstract:
The driving force of every successful economy in the world is entrepreneurship. Entrepreneurial university is a concept which explains universities that provide a good environment, culture, opportunities, and practices that enhance student entrepreneurship. This study discusses components that characterize the entrepreneurial university such as leadership and governance, organizational capacity, people and incentives, entrepreneurship development in learning and teaching, university relationship for exchange of knowledge, and entrepreneurial university as an international institution. The study confirms the critical role that higher education institutions play in fostering entrepreneurial culture among university students and staff.
36
Multan, Ewa, and Marzena Wójcik‐Augustyniak. "Research Methodology of Entrepreneurship and Innovativeness of Higher Education Institutions." Kwartalnik Ekonomistów i Menedżerów 42, no. 4 (October 1, 2016): 83–98. http://dx.doi.org/10.5604/01.3001.0009.5493.
Full textAbstract:
The article presents the issues of entrepreneurship and innovativeness of universities in the context of the analysis of the European Union guidelines and determining the competitive position of the university with the use of the strategic group maps. The aim of the article is to present different variants of strategic group maps, called by the authors 1D, 2D and 3D maps, which enable the identification of the competitive situation in the sector of higher education in Poland. The study focused on two sets of criteria of differentiation of the universities’ strategies, which are entrepreneurship and innovativeness. The research problem was formulated in the form of the following questions: whether the described methods of 1D, 2D and 3D maps may be applied to the analysis of competition in the sector of higher education institutions in Poland, in relation to entrepreneurship and innovativeness.
37
Teixeira, Aurora A. C., and Todd Davey. "Attitudes of Higher Education Students to New Venture Creation." Industry and Higher Education 24, no. 5 (October 2010): 323–41. http://dx.doi.org/10.5367/ihe.2010.0005.
Full textAbstract:
Higher education institutions (HEIs) play an important role in the generation of high-tech ‘entrepreneurial capacity’. As entrepreneurship education gives greater attention to the creation of new ventures, there is an urgent need for a better understanding of the attitudes of students, potentially the entrepreneurs of the future. Logit estimates using 4,413 responses from students enrolled in Portuguese HEIs show that students who have business-related competences and live in an environment that fosters and encourages entrepreneurship have a stronger desire to become entrepreneurs. This supports the contention that entrepreneurship is a process that can be learned and that HE establishments, teachers and other institutions and individuals are in a position to encourage entrepreneurial behaviour.
38
Basardien, Fawzy, Chris Friedrich, and Michael Twum-Darko. "Evidence-Based Practices of Promoting Entrepreneurship Education in Higher Education Institutions in Africa." Journal of Economics and Behavioral Studies 8, no. 5(J) (October 30, 2016): 68–81. http://dx.doi.org/10.22610/jebs.v8i5(j).1432.
Full textAbstract:
This research applies the changing of cognitive mechanisms of University students through Entrepreneurship Education (EE). The study hypothesises that entrepreneurial orientation (achievement orientation, personal control, innovation and self-esteem) improves after completing the entrepreneurship module. The context of this research involves undergraduate commerce students from the University of the Western Cape (UWC) in South Africa. The study involves quantitative research using questionnaires through a longitudinal approach. The research design consists of a pre-test, post-test and post-test after the intervention. The impact of the training intervention was assessed over a 12 month period based on a randomised control design. This study indicates that entrepreneurial orientation was influenced through this Entrepreneurship module. The practical implications of this study emphasises the importance of training approaches that are based on empirical research. The uniqueness of this paper lies in the pedagogy used that allows the effectiveness of assessing a training program.
39
Uche, CM, and C. Okata Fanny. "Educational Ergonomics in Higher Education Institutions in Nigeria." Makerere Journal of Higher Education 7, no. 2 (May 13, 2016): 133–46. http://dx.doi.org/10.4314/majohe.v7i2.9.
Full textAbstract:
This study focused on investigating the ergonomics and ergonomic considerations of learning environments of higher education institutions (HEIs) in Nigeria. It adopted a descriptive survey design. Population of study comprised all the three universities in Rivers State and a total of 136 lecturers, 230 students and 6 staff of works departments constituted the sample. Four research questions and one hypothesis guided the study. Data was collected using a researcher-constructed questionnaire entitled Educational Ergonomics in Higher Institutions questionnaire (EEIHIQ). An observation checklist and interview schedules were also used. The instrument was validated by experts and its reliability index was established at .75 index using Pearson Moment correlation coefficient. Mean scores were used to answer the research questions while the z–test was used to test the hypotheses at the .05 level of significance. The findings were that school buildings and other teaching and learning facilities in the universities are ergonomically below standard and unsafe. Recommendations towards improvement are made.Keywords: Physical facilities planning; Ergonomics; Quality assurance
40
Malik, Javed Nayyar, and Rosli Bin Mahmood. "Facilitating Corporate Entrepreneurship in Public Sector Higher Education Institutions: A Conceptual Model." Issues In Social And Environmental Accounting 6, no. 1 (June 30, 2012): 26. http://dx.doi.org/10.22164/isea.v6i1.63.
Full textAbstract:
This paper develops a conceptual model of public sector corporate entrepreneurship for the state government higher education institutions. The proposed model is intended to depict the main antecedents that relate to corporate entrepreneurship within the public sector higher education institution and the impact of corporate entrepreneurship on public sector HEI’s performance, as well as factors influencing its continuous performance.
41
Zondo, Robert Walter Dumisani. "EXPLORING ENTREPRENEURSHIP EDUCATION IN THE PRIVATE HIGHER EDUCATION INSTITUTIONS (HEIs) IN SOUTH AFRICA (SA)." CBU International Conference Proceedings 5 (September 23, 2017): 516–20. http://dx.doi.org/10.12955/cbup.v5.977.
Full textAbstract:
The role of educators in education is indispensable. Hence, students continuously search for a business education that can equip them with the necessary entrepreneurial knowledge and skills to succeed in running businesses. Consequently, this study evaluates the perception of Academic Managers in the private Higher Education Institutions (HEI) of South Africa (SA) on the significance of entrepreneurship education. It explores the reasons for offering such an education in the private HEIs in SA. There were 78 private Higher Education Institutions (HEIs) in SA that were identified for participation in this study. These institutions are registered in terms section 54 (1) (c) of the South African Act (SAQA, 2012). For the study to achieve its objectives, the South African Qualification Authority (SAQA) provided a sample frame of all the private HEIs in SA. From the 78 HEIs identified, 22 offered the pastoral courses and were excluded from the study. As a result, a target population of 56 HEIs participated in the study. This research has two objectives. That is, examining the perception of Academic Managers on entrepreneurship education, and the reasons for offering such education in the private HEIs in SA. This study uncovers the need for entrepreneurship education in private HEIs of SA. The results present the value of entrepreneurship education as a practice that develops students into cross functional innovative thinkers. It provides valuable data relating to the significance of entrepreneurship education for developing students into business minded individuals.
42
Ahmed, Nisar, Muhammad Arshad, and Muhammad Hameed Nawaz. "Developing Entrepreneurship in Pakistan through Higher Education." Global Social Sciences Review IV, no. IV (October 30, 2019): 119–25. http://dx.doi.org/10.31703/gssr.2019(iv-iv).16.
Full textAbstract:
This research intended to explore deficit and strategies to improve entrepreneurship regarding higher education in Pakistan. The study was descriptive in nature. It would utilize quantitative cum qualitative research techniques. Quantitative data were obtained through questionnaires and qualitative data from interviews. The population was comprised of all teachers and students who are getting entrepreneurship education in Business Incubation Centres (BIC) supported by Higher Education Commission in public sector universities. The sample of the research were 40 teachers and 200 students selected through random sampling technique. Data were analyzed through descriptive and thematic approach. The findings of the study showed that HEC was not playing an active role regarding entrepreneurship and demanded that special funds, infrastructure, and faculty should be provided to promote entrepreneurship. Institutions may offer useful training programs in colleges and universities for better career prospect and also focused on continuous professional development of teachers to enhance entrepreneurship education.
43
TAM, KIN YUEN RAYMOND. "EDUCATING SOCIAL ENTREPRENEURSHIP: INSIGHTS FROM THE HIGHER EDUCATION COURSES IN HONG KONG." Hong Kong Journal of Social Work 51, no. 01n02 (January 2017): 145–64. http://dx.doi.org/10.1142/s0219246217000092.
Full textAbstract:
The purpose of this article is to uncover the trend of developing education courses for social entrepreneurship in higher education institutions in Hong Kong. The author had searched the syllabi or course descriptions across the websites of the higher education institutions in Hong Kong with the keywords of entrepreneurship, social entrepreneurship and social innovation. It was found that most of the social entrepreneurship courses offered were one-off single subject for undergraduate students, General Education courses, and minor courses, with only a few courses targeting postgraduates. It was also found that curricular differences among the courses offered by various schools or faculties were not that obvious. To understand this, the author had undertaken an analysis of the schools where these courses resided, course objectives, course content, and teaching and learning strategies among these various social entrepreneurship courses. Discussion of these has given insights to arguing for the need of multidisciplinary collaborations among social entrepreneurship educators.
44
Cavaller, Victor. "Portfolios for entrepreneurship and self-evaluation of higher education institutions." Procedia - Social and Behavioral Sciences 12 (2011): 19–23. http://dx.doi.org/10.1016/j.sbspro.2011.02.005.
Full text
45
Dzisi, Smile, and Franklin Odoom. "Entrepreneurship Education and Training in Higher Educational Institutions in Ghana." Journal of International Entrepreneurship 15, no. 4 (July 25, 2017): 436–52. http://dx.doi.org/10.1007/s10843-017-0210-7.
Full text
46
Taiwo, Akinola Emmanuel, Afolabi Festus Oluwole, and Afolabi Oluwaseun Ayooluwa. "A VIABLE ENTREPRENEURSHIP EDUCATION AS AN ANTIDOTE FOR ERADICATION OF POVERTY AND UNEMPLOYMENT AMONG YOUTHS IN NIGERIA." Vol 12 No 1 (2022) 12, No.1 (January 17, 2022): 97–115. http://dx.doi.org/10.32890/jbma2022.12.1.5.
Full textAbstract:
Nigeria is passing through a period of uncertainty and pervasive economic recession which has further aggravated the problem of poverty and unemployment among Nigerian youths. These jobless youths take solace in all form of atrocities and social vices that pose a serious threat to sustainable development of the nation. This research took a cursory look at the concepts of poverty, youth unemployment and viable entrepreneurship education. It highlighted the lofty objectives of viable entrepreneurship education in Nigeria. The various factors responsible for poverty and youth employment in Nigeria were identified. Attention was also directed to the role of viable entrepreneurship education in eradicating poverty and youth unemployment in Nigeria. Based on the findings, it was recommended, among others, that the curriculum of educational institutions in Nigeria should be more pragmatic and have built-in-job training programmes which would enable all students to acquire relevant entrepreneurial skills required for self-employment, job and wealth creation and poverty eradication.
47
Bello, Hafeez Husain, Bin Yan, and Muhammad Moyosore Oladapo. "Higher Education in Nigeria: The Development and Problems." Journal of Educational Theory and Management 6, no. 1 (June 9, 2022): 19. http://dx.doi.org/10.26549/jetm.v6i1.11194.
Full textAbstract:
The higher education institutions in Nigeria particularly the universities, have drawn a considerable amount of scholarly attention, critics, and sympathizers alike. With so much available documentation, giving a detailed report on the development of higher education in Nigeria will be more appropriate in the form of a book. This paper aims to capture a summarized version of available documentation on the subject. The paper traces briefly the history and development of higher education in Nigeria from colonial to the present (post-colonial) Nigeria. Also, a brief discussion on the methods or systems of education that was present in pre-colonial Nigeria. Universities (public universities) as institutions of higher education shall be the focal point of this paper. This is because they are the point of reference globally whenever the terms higher education or higher institutions are mentioned. For the viability of the nation’s development, efficient performance of the higher education system is required. Therefore, the economic impact and the problems facing the development of higher education were also discussed.
48
Chinyere, Amini-Philips,, and Ogbuagwu, Chukwuma. "Corruption and Administration of Higher Education Institutions in Nigeria." World Journal of Social Science 4, no. 2 (April 4, 2017): 12. http://dx.doi.org/10.5430/wjss.v4n2p12.
Full textAbstract:
Corruption in this paper refers to absurd or deviant disposition of people in institutions of higher learning whichviolates the ethical standards. The prevalence of corruption in tertiary institutions is viewed to negate the core values ofeducation at this level. Major themes discussed included definition of corruption, corruption in Nigerian society andhigher learning institutions, highlighting the various aspects and shapes of corruption in Nigerian higher institutions.Dimensions of corruption identified included students, lecturers, non-academic staff and administrators. The shapes ofcorruption among students included bribing of lecturers for unmerited grades, cultism, examination malpractice,attacks on lecturers for stopping students from indulging in examination malpractice, fiscal extortion from innocentstudents by fellow students who form themselves into “lecturers’ boys”. Forms of corruption among lecturers includeddemanding huge amount of money, sex from female students for high grade, etc. Among non-teaching staff, the shadesof corruption included monetary extortion from students before they see their results, demanding of money fromunsuspecting parents in the guise that they are lecturers with a promise to secure admission for their children/wards,they also act as agents for lecturers, receiving money from students for higher grades after examination. At theadministrator's level, shades of corruption included misappropriation and misapplication of fund meant for capitalprojects, offer of admission to undeserving students for a fee while deserving candidates are by-passed, amongst others.Impact of corruption on higher education administration was discussed and means that can be adopted or adapted tocurb the menace were suggested.
49
Udefuna, Patrick Nnadozie, Chiedo Akalefu, and Chinako Asogwa. "Entrepreneurship Education and Economic Development in Nigeria: Policy Issues and Options." Industry and Higher Education 27, no. 5 (October 2013): 343–48. http://dx.doi.org/10.5367/ihe.2013.0173.
Full textAbstract:
The standard of education in Nigeria has been declining, the level of unemployment continues to rise and the nation's economic development is stagnant. Its educational institutions appear to engage more in unproductive paperwork and teaching than in entrepreneurship education that would help to equip young graduates to become self-employed and employers. In 2011 some 24% of Nigerians were jobless, with unemployment rates of over 17% in urban areas and nearly 26% in rural areas. A productive education system is a vital component of a developed economy, but in Nigeria the education sector has long suffered from neglect. Corruption, poor continuity in government and a dearth of qualified personnel in the teaching profession are some of the principal impediments. The authors recommend a review of the country's educational policies so that these policies can be made responsive to social and economic needs.
50
USMAN, Ahmed, Thomas, K., and Gambo, I. "Assessment Of Entrepreneurship Education As A Tool For Self-Reliance In Colleges Of Education In Adamawa State, Nigeria." International Journal of Entrepreneurship and Business Management 1, no. 1 (May 14, 2022): 10–14. http://dx.doi.org/10.54099/ijebm.v1i1.117.
Full textAbstract:
The study assessed entrepreneurship education as a tool for self-reliance in Colleges of Education in Adamawa state, Nigeria. It specifically determined the extent to which entrepreneurship education promote educational development, adequacy of resources and identified the constraints facing teaching and learning of entrepreneurship education. Multi-stage random sampling technique was used to sample the respondents in the college of education, where a sampled 106 was drawn. The data obtained were analyzed using mean, standard deviation, rating and lickrt scale. The results revealed that entrepreneurship education encourages students to join businesses (mean score =.62), promotes economic development (mean score =.58) and self-reliance (mean score =4.55). it further revealed that there were inadequate staff (mean score =1.23) teaching environment (mean score =1.19) and materials for learning were inadequate (mean score =1.24). the major constraints facing teaching and learning of entrepreneurship education were inadequate materials for learning (mean score =2.82), skilled personals (mean score =2.78) poor remunerative to staff concern (mean score =2.67) and poor funding (mean score =2.63) it was concluded that education focuses on the overall development of students and the entrepreneurial curriculum system lays the foundation for the overall improvement of students and the entrepreneurial ability. The study recommended both governmental and non-governmental organizations should provide support to the institutions through the provision of funds, facilities and equipment and internship /houseman ship after graduation in entrepreneurship course as students’ industrial work experience scheme programme for all students should be made