STRATEGIC MANAGEMENT OF CHALLENGES FACING ENTREPRENEURSHIP EDUCATION IN UNIVERSITIES, NORTH CENTRAL STATES OF NIGERIA
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STRATEGIC
MANAGEMENT OF CHALLENGES FACING ENTREPRENEURSHIP EDUCATION IN UNIVERSITIES,
NORTH CENTRAL STATES OF NIGERIA
ABSTRACT
The study
investigates strategic management of challenges facing
entrepreneurship
education in universities, North central states of Nigeria. The
focus of the
study was on the strengths, weaknesses, opportunity and threats in the
management
of entrepreneurship education in the universities. A descriptive
survey
design was adopted for the study. The sample for the study was composed
through a
multi-stage sampling technique. This gave a sample of 763 respondents
used for the
study. Based on the review of literature, four research questions and
four null
hypotheses guided the study. A questionnaire titled, Entrepreneurship
Education
Strategic Management Questionnaire (EEdSMQ) was designed and
used for the
study. This instrument was validated and the overall reliability
ascertained
to be 0.76. From data collected, mean and standard deviation were
used to
answer the research questions while T-test statistic was used to test the
null
hypotheses at 0.05 level of significance. Results show that the strength of
entrepreneurship
education in universities among others includes availability of
funds by the
government and for in-service training of entrepreneurship lecturers;
and high
enrolment of students for the EED programme. It was found that
universities
have weaknesses in the management of entrepreneurship education,
but they
also have opportunities of managing entrepreneurship education. Results
further show
that there is no significant difference between the mean responses of
lecturers
and coordinators on the strength, weakness, opportunities and threats to
entrepreneurship
education in the Universities. Based on this, the work
recommends
that, the universities authorities should make provision for lecturers
to go for
workshops or seminars so as to be exposed to current trends in EED
programme.
The Federal Government of Nigeria should maintain a policy aimed
at making
adequate fund available for entrepreneurship education in the
universities,
and a supervisory team should be set up to take the responsibility of
maintaining
a judicious expenditure of such funds. The government should also
set up a
blueprint on punishment of offenders for misappropriation of
entrepreneurship
education fund. University authorities should be equipped with
entrepreneurial
centres to expose lecturers and students to practical aspects of
EED. Firms
and industries should be more willing to accept students for industrial
training as
it strengthen the students’ interest in entrepreneurship education
programme.
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CHAPTER ONE
INTRODUCTION
Background
to the Study
The standard
of education and its functionality has been a major concern for
educational
administrators in Nigeria, especially in this 21st century. This is probably
due
to global
interest in education which has been identified as a means of development by
the
Millennium Development Goals (MDGs) targeted towards eradication of poverty
across the
globe. In a bid to improve educational standards in Nigeria, different
governments
had come up with different policies in education, all aiming at solving
inherent
social and economic problems like arm-robbery, kidnapping, hostage taking,
and graduate
unemployment amongst others. Literature is replete with the fact that many
Nigerian
graduates leave the university without jobs and with little or no hope of
securing any
for many years. For instance, Dabalen, Oni and Adekola (2000) observed
that, unemployment
among graduates in Nigeria is high, and their prospects for job have
been
worsened over time and without hope. They recycle themselves as postgraduates.
Others
without such opportunity and no hope of self-sustenance engage in various
antisocial
and
nefarious activities such as cultism, armed robbery and insurgency (Soludo,
2006). These
challenges, according to Mando and Akaan (2013) are common among
university
graduates in the North central states like Kogi, Benue, Taraba, Plateau and
Kwara. As a
result, several graduates of Benue State University and University of
Agriculture,
both in Makurdi, have indulged in acts of cultism, armed-robbery and other
vices not
worthy of university graduates. This problem is indeed, a fallout of the
inability
of the
government, especially in Benue State (since the inception of democracy in
1999),
to provide
job opportunities for the steaming graduates in the State.
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