business education students’ entrepreneurship skills acquisition and the attainment of sustainable development in port harcourt

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BUSINESS EDUCATION STUDENTS’ ENTREPRENEURSHIP SKILLS ACQUISITION AND THE ATTAINMENT OF SUSTAINABLE DEVELOPMENT IN PORT HARCOURT

Abstract

Business education is widely given high scores on the agenda of many governments. Such governments depend on the development of entrepreneurship through business education as the primary source for their economic prosperity, growth and development.

This research project is thus a search for business education students’ entrepreneurship skills acquisition and the attainment of sustainable development.

Chapter one of the study lays an introduction for subsequent chapters. Following the background of the study, the problem statement and the objective of the study which provided the basis for the significance of the research and the hypothesis were stated. The limitations of this study were also highlighted.

In the literature review as contained in chapter two, works of various authors, and international and local journals were reviewed to elicit views on business education students’ entrepreneurship skills acquisition and the attainment of sustainable development.

Chapter three, research methodology, description of the population, and sampling procedure for data collection were discussed. Methods of questionnaire design, determination of sampling size, and questionnaire distribution were also highlighted.

Chapter four was based on an analysis of the data collected. This chapter was subdivided into data analysis, hypothesis testing, and summary. Percentage table, figure and narration were carefully employed for proper understanding and testing of the hypothesis.

Finally, chapter five was divided into a summary of findings, recommendations, and conclusions.

 

TABLE OF CONTENTS

Title Page –        –        –        –        –        –        –        –        –        i

Approval Page   –        –        –        –        –        –        –        –        ii

Declaration        –        –        –        –        –        –        –        –        iii

Dedication          –        –        –        –        –        –        –        –        –        iv

Acknowledgement      –        –        –        –        –        –        –        v

Abstract    –        –        –        –        –        –        –        –        –        vi

Table of Contents       –        –        –        –        –        –        –        vii

 

CHAPTER ONE – INTRODUCTION

1.1    Background of the Study    –        –        –        –        –        1

1.2    Statement of General Problem   –        –        –        –        5

1.3    Objective of the Study         –        –        –        –        –        –        6

1.4    Research Questions   –        –        –        –        –        –        6

1.5    Significance of the Study    –        –        –        –        –        7

1.6    Scope of the Study      –        –        –        –        –        –        8

1.7    Definition of Terms    –        –        –        –        –        –        8

 

CHAPTER TWO – REVIEW OF RELATED LITERATURE

2.1    Introduction       –        –        –        –        –        –        –        10

2.2    Theoretical Framework      –        –        –        –        –        11

2.3    Concept of Sustainable Development  –        –        –        14

 

CHAPTER THREE – RESEARCH METHODOLOGY

3.1    Introduction       –        –        –        –        –        –        –        32

3.2    Research Design         –        –        –        –        –        –        32

3.3    Area of the Study       –        –        –        –        –        –        32

3.4    Population of Study   –        –        –        –        –        –        33

3.5    Sample Size and Sampling Techniques        –        –        –        33

3.6    Instrument for Data Collection   –        –        –        –        33

3.7    Validity of the Instrument –        –        –        –        –        33

3.8    Reliability of the Instrument       –        –        –        –        34

3.9    Method of Data Collection  –        –        –        –        –        34

3.10  Method of Data Analysis    –        –        –        –        –        34

CHAPTER FOUR – DATA PRESENTATION AND ANALYSIS

4.0    Introduction       –        –        –        –        –        –        –        36

4.1    Data Presentation and Analysis –        –        –        –        36

4.2    Characteristics of the Respondents     –        –        –        36

4.3    Data Analysis    –        –        –        –        –        –        –        39

4.4    Testing Hypothesis    –        –        –        –        –        –        46

4.5    Summary of Findings          –        –        –        –        –        –        51

4.6    Discussion of Findings        –        –        –        –        –        52

CHAPTER FIVE – SUMMARY, CONCLUSION AND RECOMMENDATION

5.0    Introduction       –        –        –        –        –        –        –        54

5.1    Summary  –        –        –        –        –        –        –        –        54

5.2    Conclusion         –        –        –        –        –        –        –        –        57

5.3    Recommendations      –        –        –        –        –        –        58

References –       –        –        –        –        –        –        –        61

Appendix  –        –        –        –        –        –        –        –        62

 

 

CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND OF THE STUDY

Nigeria, like any other developing country, is highly sensitive to the need of providing vocational and technical education to its teaming population to equip them with saleable skills. The complexities of modern societies demand a type of education that can equip individuals with knowledge that can make them highly functional. The National Policy on Education (2004) highlighted Nigeria’s desire to achieve her national goals through education; hence, the need for the acquisition of appropriate skills, abilities, and competence both mental and physical as equipment for the individual to live and also contribute to the development of the society.

Business education is by nature almost economic-oriented, and its contribution is significant to the realization of the transformation agenda. One of the two aspects of business education, “basic business”, contributes to economic literacy and therefore to the general education of everyone. Basic business education is that broad area of knowledge that with a country’s enterprise system identifies and explains the roles of business in a nation’s economic institution and provides content and experiences that prepare individuals for effective participation as citizens, workers, and consumers in a nation’s society (Osuala, 2009). Quality Business education is vital in the program of services delivery in the economic vision of the transformation agenda of Nigeria. While entrepreneurship education can turn around the economic fortunes of the country and reduce the poverty level (Olorunmolu & Olufunwa, 2008). Etonyeaku (2009) affirmed that business education has a formidable force that will equip individuals with appropriate skills, knowledge, abilities, and competencies that will enable them to be self-employed and self-reliant which will lead to sustainable economic development.

Business education is an aspect of vocational and technical education that is used as a term to refer to those educational processes involving the study of techniques, related sciences, acquisition of practical skills attitudes, and knowledge relating to occupation in vocational sectors of economic and social life (Etonyeaku, 2009). While entrepreneurship education according to Olufunwa (2009) is specialized training given to students of vocational and technical education to acquire the skills, ideas and managerial abilities, and capabilities for self-employment rather than being employed for pay. In the same vein, Olurunmolu & Olufunwa in Ezemoyih, (2011) opined that entrepreneurship education is the type of education that involves the acquisition of skills, ideas, and management abilities necessary for self-reliant, and can turn around the economic fortunes of the country and reduce poverty level.

 

1.2   STATEMENT OF THE PROBLEM

For many developing countries, the development of entrepreneurial skills has been a powerful engine of economic growth and wealth creation and is crucial for improving the quality, number, and variety of employment opportunities for the poor. It has several multiplier effects on the economy, spurs innovation, and fosters investment in people, which is a better source of competitive advantage than other natural resources, which can be depleted. Acquiring entrepreneurial skills by business education students will enable them to create new enterprises, new commercial activities, and new economic sectors. They generate jobs for others; they produce goods and services for society; they introduce new technologies and improve or lower cost outputs; and they earn foreign exchange through export expansion or substitution of imports.

According to (Abdullahi, 2008) for countries to accelerate their economic growth and development, they must build up a critical mass of first-generation entrepreneurs because the story is now being linked more and more to entrepreneurs. It stands as a vehicle to improve the quality of life for individuals, families and to sustain a healthy economy and environment. This can lead to economic development and the advancement of private enterprises.

 

1.3   OBJECTIVES OF THE STUDY

The following are the objectives of this study:

  1. To examine the entrepreneurship skills required by business education students in attaining sustainable development.
  2. To identify the factor limiting the development of entrepreneurial skills in business education.
  3. To examine the role of entrepreneurship skill acquisition in the sustainable development of Port Harcourt.

1.4       RESEARCH QUESTIONS

  1. What are the entrepreneurial skills required by business education students in attaining sustainable development?
  2. What are the factors limiting the development of entrepreneurial skills in business education?
  3. What are the roles of entrepreneurship skills acquisition in the sustainable development of Port Harcourt?

1.5   RESEARCH HYPOTHESES

HO: Entrepreneurial skill acquisition plays no significant role in the sustainable development of Port Harcourt.

H1:   Entrepreneurial skill acquisition plays a significant role in the sustainable development of Port Harcourt.

1.6   SIGNIFICANCE OF THE STUDY

Business education is a skill-based course that inculcates entrepreneurial skills in the recipient. Entrepreneurship, on the other hand, deals with creative identification and utilization of business opportunities. This paper establishes that Business education has the potential of promoting entrepreneurship in Nigeria since it could lead to the acquisition of skills for identifying viable investment opportunities, proper marketing, financial management, proper management, and avoidance of business failure. This work implies that, for Nigeria to encourage entrepreneurship, reduce unemployment and help practicing entrepreneurs to be successful and achieve the aim of making their ventures to be going-concerns, Business education should be taken seriously and highly encouraged; otherwise, the desire of Nigeria to encourage self-employment through entrepreneurship may end up as a mirage.

1.6   SCOPE/LIMITATIONS OF THE STUDY

This study covers business education students’ entrepreneurship skill acquisition and the attainment of sustainable development.

LIMITATION OF STUDY

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview).

Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted to the research work.

1.7   DEFINITION OF TERMS

Business Education: This is an aspect of Vocational and Technical Education, a specialized program of instruction designed to provide individuals with knowledge, skills, and attitudes leading to employability and advancement in office occupations as well as teaching business subjects

Entrepreneurship: The capacity and willingness to develop, organize and manage a business venture along with any of its risks to make a profit.

Skill Acquisition: This is the ability to be trained on a particular task or function and become an expert in it.

Sustainable Development: This isdevelopment that meets the needs of the present without compromising the ability of future generations to meet their own needs.

BUSINESS EDUCATION STUDENTS’ ENTREPRENEURSHIP SKILLS ACQUISITION AND THE ATTAINMENT OF SUSTAINABLE DEVELOPMENT IN PORT HARCOURT. GET MORE BUSINESS EDUCATION PROJECT TOPICS AND MATERIALS

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