Post on 03-Jun-2018
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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The need for entrepreneurship education started emerging in the mid
1980s. This is because before this period, unemployment and poverty were
not a national concern as it is currently. However, political instability and
inconsistencies in the social-economic policies of successive government led
to the emergence of high level of unemployment in igeria. !n the mid 80s,
the igeria economic collapsed while youth and graduate unemployment hit
the roof. There was large scale lay off of wor"ers and early retirements as a
result of structural ad#ustment policies and bad economic trends in the
country. !n the face of this, entrepreneurship which would have salvaged the
situation was not encouraged. !t has been observed that tertiary education has
not properly include philosophy of self reliance such as creating a new
cultural and productive environment that will promote pride in primitive
wor" and self discipline, encouraging people to ta"e part actively and freely
in discussions and decisions affecting their general welfare, promoting new
sets of attitudes and culture for the attainment of future challenges.
wangwu $%00&' opined that the failure of universities to inculcate the
above philosophy in students has led to wastages in terms of both human and
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natural resources. This is because the youth and graduate from universities
are not e(uipped with the s"ills with which to e)ploit the natural resources
that abound in igeria. *ll these factors have rendered the pursuit of self-
reliance among our graduates difficult to retain. +ther problems identified by
*yodele include irrelevant education that is boo"ish, theoretic and white-
collar #ob oriented.
*lso igerias macro-economic environment is unhealthy and unstable
for a vivid entrepreneurship development, the fear of failure by the people to
ta"e ris" on entrepreneurial activities, absence of infrastructural facilities,
inade(uate wor"ing capital, lac" of ade(uate training, while an unstable and
conducive political environment drives away investors that are planning to
embar" on entrepreneurial activities. !n addition, government programmes
are not designed to promote entrepreneurship. The high rate of many business
enterprises as winding up prematurely conse(uent upon the employable
youths and adults idle away. !t is against this bac"drop that this paper set to
loo" into the constraints facing the teaching of entrepreneurship education in
igeria universities.
This entrepreneurship education cuts across all disciplines in the
university. The igerian government in her effort to ensure #ob opportunities
for students after graduating from the universities established a compulsory
entrepreneurship education course. /ith this "nowledge, students can set up
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small business enterprises rather than remain #obless for a long period after
graduation. This however, does not mean that entrepreneurship is
synonymous to small business enterprise. However the relationship between
the two is such that one cannot study one without mentioning the other.
*ccording to latt $1988', entrepreneurship education was concerned with
innovation and new ventures rather than as management of business once it
was in operation. latt also found that &0 of schools offered elective
courses in entrepreneurship while 20 had entrepreneurship as a ma#or
re(uirement.
*n entrepreneur is a ris" ta"er. He coordinates other factors of
production, land, labour and capital for the production of goods and services.
The whole idea for writing this pro#ect on constraints facing the teaching of
entrepreneurship education in igeria universities is the increasing interest in
the development of education programs to encourage and enhance
entrepreneurship and put an end to these constraints and ensure that
entrepreneurial education is properly taught and practiced in igeria
universities.
1.2 Stateent o! the Pro"#e
3espite the compulsory entrepreneurship education in igerian
universities, many graduates still remain unemployed for a long time after
graduation. The entrepreneurship education delivered to undergraduates in
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their 200 level in some igeria universities seems not to be meeting the aims
and the ob#ectives for the compulsory course, the content and management of
the course seem to be porous. There seems to be high failure rate and many
students struggle for the minimum pass mar". The purpose of establishing the
entrepreneurship course seems to be defeated, the content and s"ills in the
course is not put into practice after graduation, hence there is high rate of
unemployment. There is need to find out how the course is managed and
delivered, the constraints facing the teaching of the course in order to put
away these constraints and meet the goals and ob#ectives of the course.
1.$ Re%earch &ue%t'on
/hat are constraints facing the teaching of entrepreneurship education in
igerian 4niversities5
1.( Pur)o%e o! the Study
The purpose of this study is to determine constraints militating against
the teaching of entrepreneurship education in igerian 4niversities. This
study therefore, will highlight and identify these constraints and suggest
solutions to these constraints.
1.* S'gn'!'cance o! the Study
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The e)perience of developed economies in relation to the roles played
by entrepreneurs buttresses the fact that the importance of entrepreneurship
cannot be overemphasi6ed especially among developing countries.
This study will benefit students, lecturers, organi6ations, government
and the public at large in various ways. !t will benefit the government by
creating awareness on the effort being made by various igerian universities
on the implementation and achievement of government policy on
7ntrepreneurship 7ducation which the government has great interest. The
lecturers will ad#ust to a better management and delivery of the course. This
will bring about effective and efficient teaching and learning of
7ntrepreneurship 7ducation. The students will develop interest in
7ntrepreneurship 7ducation. They will be more serious with the course and
can apply themselves in establishing small business enterprise in absence of
employment opportunities after graduating from the universities. The
employers will be happy to have wor"ers who are well s"illed and would
help to increase the productivity of various companies. The public can benefit
from being employed.
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1.+ Sco)e and De#''tat'on o! the Study
This study would discuss the meaning of 7ntrepreneurship and
7ntrepreneurship 7ducation it would focus on the constraints facing the
teaching of 7ntrepreneurship 7ducation in igeria universities and the
solutions to the above constraints. The study therefore is delimited to
entrepreneurship education lecturers in 3elta state 4niversity *bra"a,
ovena 4niversity +gume, 4niversity of enin and *mbrose *li 4niversity
7"poma.
1., De!'n't'on o! Ter%
-ho '% an Entre)reneur
7ntrepreneur have been defined as people who have the ability to see
and evaluate business opportunities, gather the necessary resources to ta"e
advantage of them and initiate appropriate action to ensure success. He or she
is an innovating individual who has developed an ongoing business activity
where none e)isted before. * typical entrepreneur is a ris" ta"er, a man who
braves uncertainty, stri"es out on his own and through native wit, devotion to
duty and singleness and industrial activity where none e)isted before. He is a
person that searches for change, responds to change and e)ploits change by
converting change into business opportunity.
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CHAPTER T-O
/ITERATURE RE0IE-
2.1 Introduct'on
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This chapter discusses the various aspects of entrepreneurial education
while assessing the ideas of other authors relative to the sub#ect matter at
hand. This will be done following this se(uence.
The History and +rigin +f 7ntrepreneurship
7ntrepreneurship 7ducation as * :oncept
*ssessment of 7ntrepreneurship 7ducation in igeria
+b#ectives of 7ntrepreneurship 7ducation
;e(uirements ob :reation !n igeria
7ntrepreneurship 7ducation and ational ?ecurity
:hallenges of igerian 4niversities +n 7ntrepreneurship 7ducation
*ppraisal of @iterature ;eview
2.2 The H'%tory and Or'g'n o! Entre)reneur%h')
+ne could argue that entrepreneurs have been around since the
beginning of time. Aaranville $199%' implied that the historical perspective
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of entrepreneurship has included the hunterBgather age, the agricultural age,
the mercantile age, the industrial age, and the service age. :unningham and
@ischeron $1991' indicated that the current word entrepreneurship comes
from the
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if the owners resources are applied in ways that are more productive and
yielding than those resources would be elsewhere.
2.$ Entre)reneur%h') Educat'on a% a Conce)t
7ntrepreneurship education is an educational programme that provides
the students with the "nowledge, s"ills and motivation needed to start up a
small scale business. !n other words, it promotes innovation or rather
introduces new products or services and mar"et strategies to the students to
become outstanding entrepreneurs. enton and 7rvin $%000' define
entrepreneurship education as an educational discipline that prepares people,
especially youth to be responsible, enterprising individuals who become
entrepreneurs or entrepreneurial thin"ers that contribute to economic
development and sustainable communities. !n other words, entrepreneurship
education is a programme that provides discipline to an individual to assume
the responsibility and the ris" for a business operation with the e)pectation of
ma"ing a profit. !f this succeeds the entrepreneur reaps profits and if it fails,
he ta"es the loss.
Hisrich $%00%' in urya $%00E' defines entrepreneurship as the process
of creating something different with value by devoting the necessary time and
efforts, assuring the accompanying financial, psychological and social ris"s,
and receiving the resulting rewards of monetary and personal satisfaction.
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*nother definition of entrepreneurship that is worthy of note is Aiami
4niversity of +hio $%002' (uoted in urya $%00E' which states that
7ntrepreneurship is a process of identifying, developing and
brings a vision to life. The vision may be an innovative idea,
an opportunity or simply a better way to do something. The
end result of this process is the creation of a new venture,
formed under conditions of ris" and considerable uncertainty.
*lso according to uryi $%00E', entrepreneurship is a process through
which individuals and groups pursue opportunity, leverage resources and
initiative change to create value. Therefore, considering all the wor"s cited,
entrepreneurship education generally provides creative s"ills and "nowledge
needed to start and grow a business. !n other words, it prepares individuals to
create and successfully operate a business enterprise.
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of an individual to see" out investment opportunities in an environment and
be able to establish and run an enterprise successfully based on identified
opportunities. Hisrich and Feters $%00%', simply captured the term as the
dynamic process of creating incremental wealth. They went further to e)plain
that entrepreneurship is the personali6ed version of actuali6ing ones desire,
ambition, and e)pression.
2.( A%%e%%ent o! Entre)reneur%h') Educat'on 'n N'ger'a
The igerian educational system, which is a colonial heritage, does not
have much consideration for entrepreneurship education. The colonial
education was designed to assist colonial masters administer igeria better
by brea"ing the communication gap between the colonialists and the
coloni6ed igerians. 7mphasis was placed on producing clerical and
administrative officers, teachers, clergy and other liberal arts graduates who
would facilitate the westerni6ation process. *t independence, the post
independence governments did not do much to restructure our education
curricular, right from the primary, secondary through the tertiary stage.
@iberal arts, through rote learning, dominated our educational system.
*lthough our educational institutions have been e)panding with geometric
proportion, curriculum restructuring has been with arithmetic progression.
*"inyemi $198&' notes that our educational institutions, few as they were,
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remained factories for producing white collar #obbers with no special
profession nor was entrepreneurial s"ills envisaged in the educational system.
?tahli $199%' shares the above view when he argues that in many ways
the education currently offered to business students does not suit itself well to
the active and e)perimental learning styles and needs of adult learners and
future entrepreneurs. *pparently worried by the soaring unemployment rate,
declining per capita income, youths restiveness in various parts of the
country, the
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$77' programmes in the conte)t of vocational training rather than developing
the spirit of entrepreneurship, which is the stimulation of entrepreneurship
activities and performance in various disciplines. This creates challenge for
entrepreneurship education definition. The countrys universities were not
prepared for entrepreneurship education when they were compelled to
commence it. !t is not clear whether any special fund has been made available
to the universities for the prosecution of entrepreneurship education. The
same conventional facilities for conventional education are being used in the
universities. The same personnel for conventional courses are being used for
the teaching of entrepreneurial studies in our universities.
2.* O"ect'e% o! N'ger'an Entre)reneur%h') Educat'on
The igeria government, at the national and state levels has articulated
the ational 7conomic 7mpowerment and 3evelopment ?trategy $773?'
and ?tate 7conomic 7mpowerment and 3evelopment ?trategy $?773?'
pac"ages as part of a long term programmes to address gross unemployment
and under employment, especially at post-graduation level. This programme,
at maturity, is e)pected to power igeria economic growth through the
development of ?mall and Aedium ?cale 7nterprises $?A7s' $!dgho and
7shiotse, %011'.
7ntrepreneurship education is oriented towards different ways of
reali6ing opportunities. This is what ma"es entrepreneurship education
distinctive in its focus on reali6ation of opportunity, whereas management
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education is focused on the best way to operate e)isting hierarchies.
7ntrepreneurship education see"s to provide students with the "nowledge,
s"ills and motivation to encourage entrepreneurial success in a variety of
settings. 7ntrepreneurship education according to Faul $%00' is structured to
achieve the following ob#ectives.
1. To offer functional education for the youth that will enable them to be
self-employed and self reliant.
%. Frovide the youth graduates with ade(uate training that will enable
them to be creative and innovative in identifying novel business
opportunities
2. To serve as a catalyst for economic growth and development.
C. +ffer tertiary institution graduates with ade(uate training in ris"
management, to ma"e certain bearing feasible.
. To reduce high rule of poverty.
E. :reate employment generation.
&. ;eduction in rural I urban migration.
8. Frovide the young graduates with enough training and support that
will enable them to establish a career in small and medium si6ed
businesses.
9. To inculcate the spirit of perseverance in the youths and adults which
will enable them to persist in any business venture they embar" on.
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10.:reate smooth transition from traditional to a modern industrial
economy.
2.+ Re3u'reent% !or an Entre)reneur
ot everyone agrees as to entrepreneurial characteristics. =endron $%00C'
indicated that in the wor"place in some measure, everybody is an
entrepreneur. lofsten $%000' stated that others believe it is possible to
stimulate entrepreneurial behavior in many ways and that this leads to
something positive. /hile the above observations may be true, there appear
to be three factors that appear to influence the decision to become an
entrepreneur. 3yer $199C' indicated that these factors have either an
individual, social or economic basis. !ndividual factors include the ability to
ta"e ris"s and a tolerance for ambiguity. ?ocial factors often come from
families where father or mother was self-employed.
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audience. 3yer $199C' indicated that many times, those who engage in
entrepreneurial activities do not define themselves as entrepreneurs. 3yer
$199C' further asserted that ones orientation to an entrepreneurial role
occurs in two stages. The first stage concerns the acceptance by an individual
of what might be called the general entrepreneurial role. !f they create and
own organi6ation, they have accepted an entrepreneurial role. The second
stage in the development of an entrepreneurial role is what might be called
the creation of a specific entrepreneurial role. /inslow, ?oloman and
Tarabishy $199&' indicated that entrepreneurs are usually see"ing rapid
growth, immediate and high profits and a possible (uic" sellout with a large
capital gain.
2., Entre)reneur%h') Educat'on a% a Curr'cu#u Conce)t
rown $%000' as"ed the (uestion *re entrepreneurs born or are they
taught5 7ducational institutions seem to have the answer to this age old
(uestionD entrepreneurs can be taught. /inslow, et al., $199&' also supported
the notion of successful business formation via educational programs and
industrial development programs. Hynes $199E' believed that the most
fundamental issue relating to enterprise education is addressing the (uestion
of whether entrepreneurship can be taught.
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entrepreneurship can be traced as far bac" as 1928 to ?higeru apan. They also stated that the 4.?. ?mall
usiness *dministration reported that prior to 192, only the 4niversity of
!llinois offered a course in small business or entrepreneurship development in
the 4nited ?tates $as cited by /inslow, et al., 199&'.
7vidence suggests that the demand for specific, well-developed
entrepreneurial training is (uite strong $?eymour, %001'. ?eymour $%001'
further stated that while entrepreneurship training has e)isted only on the
fringes of academe, a growing number of community colleges, universities
and business schools in the 4nited ?tates now provide it in several forms.
lofsten $%000' indicated that the entrepreneurship and new business
development program $7F' in ?weden contains the following cornerstonesD
business plans wor"shops mentoring supervision networ"ing, incubator
facilities and seed financing. ?eymour $%001' reported that in 19&0 1E
business schools had entrepreneurship programs. !n %000, the number
reached over 1,00 universities or colleges offering entrepreneurship courses.
?he further reported that although a small number of universities offer formal
programs in entrepreneurship, most ma#or universities offer at least one
entrepreneurship class. ;obinson and Haynes $1991' found further evidence
of this growth in the e)pansion of endowed positions in entrepreneurship. *s
a starting point in the curriculum formulation process, Aaranville $199%'
suggested the integration of three broadly based curriculum ob#ectives. Those
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ob#ectives includeD the e)ploration of the economic nature and role of
entrepreneurship the discovery and e)amination of the principles of
innovation and trac"ing the role of entrepreneurship and the principles of
innovation as they occur in economic history.
2.4 Curr'cu#u Content !or Entre)reneur%h') Educat'on
?ociety has been very clear in its desire to include post-secondary
entrepreneurship education in curriculum. ?ingh and Aagee $%00%,' indicated
that demand is driving education. The demand is coming from proposed
entrepreneurs and larger corporations in need of cross functional thin"ers
with entrepreneurial s"ills. =aravan and +:inneide $199C' asserted that
entrepreneurship education and training programs are aimed directly at
stimulating entrepreneurship. Their definition of entrepreneurship is
independent small business ownership or the development of opportunity-
see"ing managers within companies. ?eymour $%001' summari6ed that the
large motivator for students to get involved in entrepreneurship is their desire
to ma"e money, something that college students, being one of the largest
consumer groups in the nation, are notoriously either lac"ing or pursuing.
7ntrepreneurship classes may also be a result of demand. 3udley and
3udley $199' affirmed that todays students are much more career oriented
than earlier generations. Hynes $199E' surmised that entrepreneurial
education incorporates both informal and formal methods. The informal
aspects of entrepreneurship education combine and integrate with the formal
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aspects of education. The informal aspects focus on s"ills building, attribute
development and behavioral changes. olvereid $199&' further indicated that
graduates who have ta"en a ma#or in entrepreneurship have stronger
entrepreneurial intentions and act more entrepreneurially than other
graduates. 7ntrepreneurship, at least to some e)tent, is a function of factors
which can be altered through education. =aravan and +:inneide $199C'
cited seven common ob#ectives of entrepreneurship education and training
programs. Those ob#ective are toD ac(uire "nowledge germane to
entrepreneurship ac(uire s"ills in the use of techni(ues, in the analysis of
business situations, and in the synthesis of action plans identify and
stimulate entrepreneurial drive, talent and s"ills undo the ris"-adverse bias of
many analytical techni(ues develop empathy and support for all uni(ue
aspects of entrepreneurship devise attitudes toward change and encourage
new start-ups and other entrepreneurial ventures. Hynes $199E' declared that
enterprise education is the process or series of activities which aims to enable
an individual to assimilate and develop "nowledge, s"ills, values and
understanding that are not simply related to a narrow field of activity, but
allow a broad range of problems to be defined, analy6ed and solved. =endron
$%00C' was bolder in his philosophy. He asserted that the driving (uestions
are no longer whether entrepreneurship can or should be taught, but rather
how to continuously improve its content and delivery to meet the needs of
our current students. 7ntrepreneurship curriculum is also used as foundation
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for students who go to wor" for corporate *merica. 3udley J 3udley $199'
broadly stated that those who can operate in the twenty-first centurys
business environment will have more information, more tas"s, and more
responsibility. Aaranville $199%' proclaimed that those students who will be
employed by large businesses will also (uic"ly reali6e the realities of
competition and innovation. ;obinson and Haynes $1991' asserted that
although the e)istence of formal organi6ations and academic programs are an
indication of the depth or (uality of entrepreneurship education within the
university, several other related indicators are also relevant. Those indicators
include institutional resources and relationships.
2.5 Curr'cu#u I)#'cat'on% o! Entre)reneur%h') Educat'on
/hile there demonstrates a strong demand for post-secondary
entrepreneurship curricula, particularly at the university level, supply does
not seem to follow. ?ingh and Aagee argued that the growing shortage in the
number of (ualified faculty to fill the entrepreneurship curriculum will
become a very serious problem. 7ntrepreneurship curriculum has not
received the same status as some of the more mature curriculum, such as
corporate finance as mar"et research. *s a result, entrepreneurship has not
been a primary focus for teaching and related research at the university level.
lofsten $%000' believed that entrepreneurship should be viewed at three
levels within a university structure. Ta"ing a macro point of view he posed
that the creation and maintenance of an enterprising culture on the whole at
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the university should be on the forefront. He then indicated that separate
courses in entrepreneurship needed to e)ist. There students could learn more
about entrepreneurship as a sub#ect itself. lofsten $%000' further believed
that on a final level, specific training programs for individuals who want to
start their own enterprise should be integrated into the curriculum. urat"o
$%002' correctly supported the idea as entrepreneurship is one of a culture I
not #ust the creation of business. ?eymour $%001.' postulated that while
every collegiate entrepreneur finds himself or herself in a uni(ue position
with his or her venture, it would seem that the average student would do best
to ta"e advantage of the resources that e)ist on college campuses, in order to
gain real-world e)perience and lay the groundwor" for future endeavors, until
they have completed their education and earned a mar"etable degree.
Teaching styles and demographics play a role in successful learning of
entrepreneurship curriculum. Hatten and ;uhland $199' reviewed a
cooperative arrangement between colleges, universities, small business, and
the 4.?. ?mall usiness *dministration. Two conclusions of student attitude
toward entrepreneurship were derived. ?tudents who possessed an internal
locus of control developed a more positive attitude toward entrepreneurship
after they participated in a described cooperative program than students who
did not possess an internal locus of control. They also discovered that student
age was a factor in changing attitude toward entrepreneurship. The
cooperative arrangement under review had a more powerful influence on
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students in the %0-%% year age brac"et in producing a positive change in their
attitude toward entrepreneurship. /hile there is consensus that the university
environment is one which can mold young minds, in the case of
entrepreneurship education, this can serve as a dual-edged sword. ?eymour
correctly argued that having hectic schedules and limited time tempts many
students to (uit college to pursue their businesses. This is particularly true if
those ventures seem poised to ta"e off. 7ntrepreneurship curriculum does not
e)ist in a silo within business schools. 4niversities provide outreach, and in
the case of land grant colleges, e)tension, to outlying areas. +utreach and
e)tension e)tend economic development assistance to the community.
Traditional economic development strategies for a region include business
attraction, business retention and e)pansion, and business creation. usiness
creation is most closely aligned to entrepreneurship. 3unn and ?hort $%001',
through a survey of entrepreneurs and small business managers in northeast
@ouisiana, indicated that the study of entrepreneurship would not only be
beneficial to students but as a sound economic development strategy.
Huffman and Kui(ley $%00%' further suggested that the university is
important in attracting human capital to the local area and in stimulating
entrepreneurial talent. !n addition to entrepreneurship classes, they indicate
other support to stimulate this growth. This support includes university
supported business incubators, business plan competitions and networ"ing
events.
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2.16 Ro#e o! Entre)reneur%h') Educat'on 'n Econo'c 7ro8th and
Dee#o)ent.
7ntrepreneurship education, in combination with other business
education programmes in igerian universities will contribute to the nations
economic growth and development in the following waysD-
1. !t will help to discover talented, competitive, creative and very
s"illful individuals that are the nations innovative assets.
%. !t will prepare individuals to be responsible and entrepreneurially
conscious to contribute significantly to economic growth and
development.
2. !t will build a connecting lin" that creates productive and very
thoughtful citi6ens that can contribute to local, regional and national
competitiveness.
C. *ccording to *shmore $1991', entrepreneurship education inspires
and motivates students to achieve while in school and use their
"nowledge in a real world setting. ?he contributes further that
entrepreneurship provides activities that build relationships, provide
relevance for learning and encourage rigour in the efforts to develop
academic s"ills to be competitive.
. !t will encourage the business education graduates to establish small
scale businesses and sustain them. These small businesses form the
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cornerstone of future economic growth, #ob creation and wealth
generation.
2.11 Ro#e o! Entre)reneur%h') Educat'on 'n 9o" Creat'on 'n N'ger'a
The igerian government seems to have wo"en up to the reality that
the country needs to brea" away from the vicious cycle of poverty,
infrastructure neglect, corruption and other problems. *ccording to olawole
and +molayo $%00E', many individuals have difficulties in translating their
business ideas to realities and creating new business ventures because of lac"
of necessary information and s"ills to achieve their targets. To him, the
university curriculum was in the past oriented towards ma"ing graduates
suitable only for white-collar #obs. This underscores why millions of our
youths and a lot of 4niversity graduates roam about the streets of the ma#or
cities and towns in search of white-collar #obs. !t is necessary and possible to
position igerian universities to stimulate economic growth through a
deliberate agenda of production of entrepreneurial graduates.
!n many countries, including 4?, high schools offer entrepreneurship
education for life-long trade, and many of them offer courses that enable
students to meet their general academic re(uirement while learning a trade.
However, because of these recent challenges in world economy, many
schools have shifted emphasis to training in computers, information
technology, and related fields. Fublic schools wor" closely with willing
industries to establish curriculum and programmes to meet their s"ill demand.
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/here is igeria in this history of entrepreneurship education5 /hile career
education has continued to thrive in many societies, it is unfortunately an area
that is neglected in igeria $7meruwa, %00C'. The neglect of
entrepreneurship education is robbing the nation of the contribution their
graduates would ma"e to the development of the economy. !t is therefore
socially in#urious to neglect this important area or loo" down on its graduates.
The society needs competent auto mechanics, and truc" drivers, plumbers,
electricians, electronics and computers, database, web and networ"
technicians, boo"-"eepers and cler"s, medical technicians, and nursing
assistants, $and other personnel in this category' to function well. These are
some of the s"ills in short supply in igeria. The half-ba"ed roadside
mechanics in the society often cause more damage to vehicles when they are
contracted to service them and because of poor training some of the
commercial drivers on the road and nurse assistants in the hospitals have sent
many people to their early death. =iven these facts, it is a disservice to the
society to neglect entrepreneurship education. !n igeria, graduates of
vocational and technical institutions are highly s"illed entrepreneurs, but the
society does not seem to encourage the youths to have value for technical
education. 4nfortunately, those who influence education policy in the society
$legislators, educators, the media, etc' feel that graduates of technical and
vocational institutions are not e(ual to university graduates hence there is
need for effective strategies for entrepreneurship education in igeria.
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2.12 Entre)reneur%h') Educat'on and Nat'ona# Secur'ty
The role of the entrepreneur and the private sector in matters of
national security is a critically important element often overloo"ed. /hether
it is offering support for intelligence gathering or counter-terrorism, private
business has become an important tool in shaping the security of the igerian
state. /ith the focus today on nuclear proliferation in !ran and orth orea,
idnapping in iger 3elta and o"o haram in the orth, not to mention a
variety of other countries and group of persons who have the capability $or
will have the capability' of developing the bomb, security and intelligence
has ta"en on an entirely new face.
The development of security and intelligence solutions is a necessity.
/hile the government does its #ob, private business is also doing its #ob by
shaping their business to face a new "ind of global threat, which translates
into a new "ind of national security threat. iological and chemical weapons
are of ma#or concern, and while it has been the private sector which has
developed much of this capability, it is also the private sector where security
and intelligence solutions can be developed and applied to preventing the use
of these elements in a terrorist attac". The mood of complacency is alive and
well. Feople do not want to thin" about terrorism and many have already
dismissed 911 as a distant tragedy. ut the threats against our country are
alive and thriving. +ur intelligence community and law enforcement wor"
around the cloc" to combat the daily threats against our nation. The private
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sector has a vital role to play and many are wor"ing to ma"e our nation and
our planet safe, secure and are providing a better future for our children and
our grandchildren in the process. *s technological advances continue to
evolve, so too do those who would use them for acts of blatant terror.
usiness can and must become a cooperative force in the national security of
the country. !t can ma"e great and monumental contributions to security and
intelligence solutions for the %1st century. 3espite what some would have
you believe, the national security of our country is not the governmentLs
responsibility alone. !t re(uires the support of citi6ens, private business and
the government in an effort to ma"e our national security second to none.
2.1$ Cha##enge% o! N'ger'an Un'er%'t'e% on Entre)reneur%h')
Educat'on
The
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does not have, the e)pected products of the new entrepreneurship education
may not perform any miracles if they are lectured by the same old lecturers.
?tumpf $1999' has noted that Gtraditional models of education fall short in
their ability to lin" the "nowledge and concepts covered in the classroom to
the s"ills and practice of entrepreneurship.
Ha%ty Pre)arat'on%; The government directive for immediate
commencement of the programme is appreciated as it underscores the
importance attaches to it, yet preparations before the commencement were
hasty. There should have been provisions for a pilot scheme in some selected
faculties of selected universities before full scale implementation country
wide. The introduction was similar to that of the 4niversal Frimary
7ducation, 4F7, by the +basan#o regime with the obvious conse(uent
problems.
Poor State o! In!ra%tructure; The poor state of infrastructure in igerian
universities is worrisome as the new entrepreneurship education will only
worsen the situation. +beleagu-6elibe and Aoru"u $%010' have noted that
the state of infrastructure in igerian university system is, to say the least,
embarrassing. *part from those specific to universities as *cademic ?taff
4nion of 4niversities, *??4, has argued in several negotiations with the
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CHAPTER THREE
:ETHODO/O7=
This chapter was discussed under the following sub headings
3esign of the ?tudy
Fopulation of the ?tudy
?ample and ?ampling Techni(ues
!nstrument for 3ata :ollection
Malidity of the !nstrument
*dministration of !nstrument
Aethod of 3ata *nalysis
$.1 De%'gn o! the Study
The study adopted the descriptive survey research design. ?urvey
research is a method of collecting information by as"ing (uestions,
?ometimes interviews are done face-to-face with people at home, in school,
or at wor". +ther times (uestions are sent in the mail for people to answer
and mail bac". !ncreasingly, surveys are conducted by telephone. However,
the present study employed the face to face contact with the respondents.
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$.2 Po)u#at'on o! the %tudy
The population of the study includes all lecturers who teach
entrepreneurship education in 3elta state 4niversity, 4niversity of enin,
*mbrose *li 4niversity 7"poma and ovena 4niversity +gume.
$.$ Sa)#e and Sa)#'ng Techn'3ue%
The study employed the purposive sampling techni(ue. Thus the sampling
procedure first identified these lecturers by visiting the various faculties of
7ducation and ?ocial sciences were these courses are taught and sampled the
opinion of the lecturers. !n a whole, the opinion of 8 lecturers was sought
and these involved lecturers who teach the course at various levels of the
4niversity education.
$.( In%truent !or Data Co##ect'on
To guide this research, an instrument labeled 7ntrepreneurial 7ducation
:onstrain Kuestionnaire>EEC&? was developed. The instrument consists of
two sections of * and . the first section consist of the demographic
variables while the other section consists of !tems that dealt with constraints
of teaching 7ntrepreneurial education in igerian universities.
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$.* 0a#'d'ty o! the In%truent
!n the development of the research instrument, past research
(uestionnaires were analy6ed, and ideas were retrieved from them. To
ascertain the validity of the instrument, the instrument was given to the
research supervisor to ascertain content and face validity before the final
instrument was developed.
$.+ Ad'n'%trat'on o! In%truent
* total of 8 (uestionnaires were administered personally by the
researcher. The content of the (uestionnaires were e)plained to respondents,
while completed (uestionnaires were collected on the spot and their
responses compiled and analy6ed later.
$., :ethod o! Data Ana#y%'%
3escriptive statistics was used to analy6e the data. The research
(uestions were answered employing the simple mean method and
percentages given as
o. of ;esponses N 100
Total ;esponse 1
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(.1 Pre%entat'on o! Re%u#t
Sect'on A; Deogra)h'c 0ar'a"#e%
Ta"#e 1; Rank d'%tr'"ut'on o! /ecturer%Rank
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education is a problem
% Aany schools lac" inade(uate
entrepreneur manpower for the
effective teaching of the
entrepreneurial education
12$%%.C' 2C$8.C' 11$%0' 10$1&'
2 3ue to hasty preparation there is nobac"ground to the course
Gentrepreneur education
1C$%C' %E$C' 8$1C' 10$1&'
C @ow "nowledge bac"ground to
entrepreneurial education affects
students interest.
C0$E9' 18$21' 0$0' 0$0'
4navailability of lecture halls for the
large population of university students
is a serious challenge to teaching the
course.
21$2' %&$C&' 0$0' 0$0'
E @ac" of proper administration and
planning on the part of the university
is a constrain to entrepreneurial
education
%%$28' 1&$%9' 1C$%C' $9'
& !nade(uate provision of necessary
lecture materials to students is a
limitation in entrepreneurship
education
1C$%C' 2%$2' E$10' E$10'
8 @imited entrepreneurial s"ills on the
part of the lecturers is a problem to
entrepreneurial education
10$1&' %$2.C' %E$C' %0$2C.C'
9 @ac" of practicals on the part oflecturer due to unavailability of
infrastructuresBe(uipment.
10 4navailability of laboratory to
carryout practical is a serious
constrain to entrepreneurial education.
C$&E' 12$%C' 0$0' 0$0'
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showed that all of the respondents believe lac" of infrastructures is a
limitation while item % indicates that 80 of the respondents allege the
unavailability of ade(uate manpower against the %0 that declined. !tem C
and however showed that 100 of the respondents owe the challenge to
limited lecture halls and bac"ground "nowledge of the course by students.
:onsidering items E and &, it was discovered that E& and 89 of the
respondents owe it to improper planning by administration and lac" of lecture
materials respectively against the %2 and 11 that declined respectively. !n
the same vein, all of the respondents owe the challenge to the epileptic supply
of electricity and lac" of laboratory for practical as indicated by items 10 and
11. !tems 1% and 12 however owes it to lac" of budgeting by management
and improper orientation of students as these items indicated a high
percentage of affirmation showing % and 90 respectively. !tems 1C and
1 however gave affirmation to the earlier observations made as it indicated a
high level of claims to lac" of resource persons and students si6e offering the
course.
D'%cu%%'on o!
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!n answer to the research (uestion however, !tem 1 showed that all of
the respondents believe lac" of infrastructures is a limitation while item %
indicates that 80 of the respondents allege the unavailability of ade(uate
manpower against the %0 that declined. !tem C and however showed that
100 of the respondents owe the challenge to limited lecture halls and
bac"ground "nowledge of the course by students. These observations are in
agreement with the observations of +beleagu-6elibe and Aoru"u $%010'
who alleged poor state of infrastructure in igerian universities as worrisome
to the actuali6ation of the ob#ectives of the new entrepreneurship education
curriculum. They also noted that the state of infrastructure in igerian
university system is, to say the least, embarrassing and that apart from those
specific to universities as *cademic ?taff 4nion of 4niversities, *??4, have
argued in several negotiations with the
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11. !tems 1% and 12 however owes it to lac" of budgeting by management
and improper orientation of students as these items indicated a high
percentage of affirmation showing % and 90 respectively. !tems 1C and
1 however gave affirmation to the earlier observations made as it indicated a
high level of claims to lac" of resource persons and students si6e offering the
course. The implication to these observations is that constrain to the
actuali6ation of the ob#ective of entrepreneurial education is both
administrative and student based. This claim is well supported by ?tumpf
$1999' who noted that Gtraditional models of education fall short in their
ability to lin" the "nowledge and concepts covered in the classroom to the
s"ills and practice of entrepreneurship. !n the same vein, the failure of
entrepreneurship education is also lin"ed to the introduction of the 4niversal
Frimary 7ducation, 4F7, by the +basan#o regime with its obvious
conse(uent problems since there have been no pilot trials in various faculties
of different universities.
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CHAPTER
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4niversities. ased on the observations made during the field study, the
following are summari6ed as the ma#or findings from the study.
1. 4navailability of infrastructure is a ma#or constrain to the teaching of
entrepreneurship education in igerian 4niversities.
%. !nconsistent electricity and unavailability of (uality laboratories for
practical have limited the teaching of entrepreneurship education.
2. @ac" of proper planning and ade(uate budget on the part of school
administrators have been a ma#or constrain to the teaching of
entrepreneurship education.
C. @ac" of interest by students has contributed greatly to effective
teaching of entrepreneurship education in igerian universities.
*.2 Conc#u%'on
*t the end of this study, the researcher wish to conclude that
constraints facing the effective teaching of entrepreneurship education in
igerian 4niversities is both administrative and student based and includes
the lac" of ade(uate infrastructure, manpower, student interest and electricity.
*.$ Recoendat'on%
ased on the conclusion made above, the researcher wishes to ma"e
the following recommendations.
1. There should be an improvement in the carrying capacities of the
lecture halls used for entrepreneurship education so that it will cater for
more students.
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%. There should be a drive and recruitment of more specialists in
entrepreneurship education so that the wor"load on the lecturers will
be reduced.
2. ?tudents should change their attitude and approach to entrepreneurship
education so that the y can understand properly the course when it is
taught.
C. Frovisions should be made for the building of practical laboratories so
as to close down the gap that e)ists between theory and practical.
*.(Sugge%t'on !or
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*lu"o, +.!. /ale-*we and =. *daramola $7ds'. !ntroduction to
entrepreneurship development in igeria. *do-7"iti, 4*3 Fress.
at httpD www. emeraldinsight.com.
*yodele, >.. $%00E'. +bstacles to 7ntrepreneurship development in igeria.
!n .A. $%00%'. The role of the university in attracting
high tech entrepreneurshipD a silicon valley tale. Annals of "egional
#cience, 2E$2', C02- C19.
Hynes, . $199E'. 7ntrepreneurship education and training I introducingentrepreneurship into non-business disciplines, Journal of $ndustrial
%raining, %0$8', 10-18.
enton ./ and 7rvin @. $%000' ;e-engineering the undergraduate
business core :urriculumD aligning business schools with
business for improved performance
lofsten, A. $%000'. Training entrepreneurship at universitiesD a swedish
case.Journalof European $ndustrial %raining, %C $E', 22&-2CC.
43
http://www.sbaer.usa.edu/research/1998/ICSB/k004.htmhttp://www.ajol.info/index.php/sabr/article/download/76342/66800http://www.sbaer.usa.edu/research/1998/ICSB/k004.htmhttp://www.ajol.info/index.php/sabr/article/download/76342/668008/13/2019 EntreCONSTRAINTS FACING THE TEACHING OF ENTREPRENEURSHIP EDUCATION IN NIGERIAN UNIVERSITIESpreneu
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urat"o, 3.
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Teach, ;. J Ailes, A. $199&'. The academic career opportunities for
doctoral students interested in the mar"etingBentrepreneurship
interfaceD an e)ploratory study of 4.?. institutions. Mar2eting
Education "eview, &$2', %2-%8.
47?:+ $%000'D /orld 7ducation ;eport %000. FarisD 47?:+. 1&8
Fages.
/inslow, 7.., ?olomon, =.T., Tarabishy, *. $199&' 7mpirical investigation
into entrepreneurship education in the united statesD some results of the
199& national survey of entrepreneurial education.
APPENDIF I
Entre)reneur'a# Educat'on Con%tra'n &ue%t'onna're >EEC&?
Flease fill were appropriate and tic" were necessary, be rest assured
that your responses will be used for research purposes only.
?ection *D Deogra)h'c 0ar'a"#e%
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?B :onstrains of Teaching 7ntrepreneurial 7ducation. ?* * 3 ?3
1 @ac" of ade(uate infrastructural facilities to teach
entrepreneurial education is a problem
% Aany schools lac" inade(uate entrepreneur manpower for
the effective teaching of the entrepreneurial education
2 3ue to hasty preparation there is no bac"ground to the
course Gentrepreneur education
C @ow "nowledge bac"ground to entrepreneurial education
affects students interest.
4navailability of lecture halls for the large population ofuniversity students is a serious challenge to teaching the
course.
E @ac" of proper administration and planning on the part of
the university is a constrain to entrepreneurial education
& !nade(uate provision of necessary lecture materials to the
student
8 @imited entrepreneurial s"ills on the part of the lecturers is
a problem to entrepreneurial education
9 @ac" of practicals on the part of lecturer due to
unavailability of infrastructuresBe(uipment.10 @ac" of conducive laboratories to carryout practicals is a
serious constrain to entrepreneurial education.
11