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International Journal of Marketing and Human Resource Management (IJMHRM)

Volume 11, Issue 2, May - August 2020, pp. 1–12, Article ID: IJMHRM_11_02_001

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ENTREPRENEURIAL SKILLS AND

BEHAVIOURAL INTENTION OF

POLYTECHNIC GRADUATES AS A MEANS

FOR SELF-EMPLOYMENT IN NIGERIA

Idris Mohammed Abdullahi

Department of Business Education, Waziri Umaru Federal Polytechnic, Birnin Kebbi, Nigeria

Moh’d Khata Bin Jabor

Department of Technical & Engineering Education, Faculty of Social Sciences & Humanities,

Universiti Teknologi Malaysia

ABSTRACT

Entrepreneurial Education has been globally apprehended as a weapon

empowering graduates for sustainable livelihood and socio-economic independence,

which measures greatly in accordance to the behavioral characteristics of the

graduates towards comprehending and applying the entrepreneurial knowledge and

skills acquired through the polytechnic training programmers. This study aimed at

investigating the relevance of entrepreneurial skills and behavioural intention as a

means for sustainable socio-economic self-independence of polytechnic graduates in

Nigeria. The perception is that, through entrepreneurial education and positive

behaviour, the graduates will pass-out and pursue different careers as independent

entrepreneurs within the socio-economic society. Entrepreneurship education has the

potential to enable graduates to gain the necessary knowledge and skills to

independently create their own jobs. Existing empirical and conceptual and

theoretical literature were surveyed and analyzed to gather relevant and satisfactory

information about entrepreneurial education’s influence on the behavioural intentions

of the graduates, towards the determination for self-employment. Consequently, it

leads to the achievement and progress of the individual graduate in particular and

that of the society in general. The Authors adopted a descriptive design method of

approach in which a number of research databases were utilized for the collection of

relevant information to guide the study in identifying numerous techniques and

strategies for the acquisition of entrepreneurial experiences, skills and the

appropriate behavioural tendencies for entrepreneurial involvement.

Key words: Entrepreneurship, Behaviour, Graduates, Sustainability, Self-

Independence.

Idris Mohammed Abdullahi and Moh‟d Khata Bin Jabor


Cite this Article: Idris Mohammed Abdullahi and Moh‟d Khata Bin Jabor,

Entrepreneurial Skills and Behavioural Intention of Polytechnic Graduates as a Means

for Self-Employment in Nigeria. International Journal of Marketing and Human

Resource Management, 11(2), 2020, pp. 1–12.

http://www.iaeme.com/ IJMHRM /issues.asp?JType= IJMHRM &VType=11&IType=2

1. INTRODUCTION

The purpose of this paper is to identify and determine the various ways in which

entrepreneurial skills aligned with behavioral intention, facilitates the polytechnic graduates`

involvement in entrepreneurial activities, for self-employment opportunities. Thereby,

achieving economic self-independence and contributing to the growth and social development

of the society in which they live. Hence, the paper in line with other previous researches is set

to expose and entice graduates to various empirical entrepreneurial knowledge and skills and

the right kind of behaviour necessary to establish businesses of their own, for their

sustainability and economic-independence.

Behaviours are the habitual ways of responding to certain situations. The term

„behavioural act‟ is generally referred to as an opinion which represents a person's belief

towards an object, idea or institution. behaviour can be positive, negative, neutral or dormant.

While in entrepreneurship context, behavioural acts can be referred to as the extent to which

one perceives entrepreneurial behavior and its outcomes as valuable, beneficial and [1]

identified four dimensions for desirable entrepreneurial intention, including the desire for

achievement, personal control over behavior, innovation, and self-efficacy. Personal control

over entrepreneurship behavior is individuals' perceived control and influence on venture

formation and outputs. Innovation is bringing of new ideas, products, values etc. They

determine each of the entrepreneurial behavioural concepts in three dimensions, including

affection (feeling and emotion), cognition (thought and belief), and conation (action and

behavior). It is the combination of all these aspects that construct an individuals' general

opinion towards entrepreneurial behaviour. Therefore, the significant components of

behavioural intention towards entrepreneurship education and skills are cognitive, affective

and behavioral.

The cognitive component consists of students' beliefs, thought and knowledge about his

behavioural act towards an object such as “Entrepreneurship Education”. Belief may be

correct or incorrect, true or false. The essence is to have the belief in existence. In the same

vein, beliefs are usually thoughts that an individual has about a particular phenomenon.

According to [2] belief reflects an individual's knowledge and understanding and assessment

of an object. Belief is the affirmation of feelings and emphasis about something, which an

individual learns and forms as he/she grows up into the community or accumulated from a

peer group. Every individual learns and accumulate beliefs based on their interaction in

society. Beliefs are determined mostly by the social environment of an individual (family,

peer group, and so on). The belief that a graduate has towards Entrepreneurship Education

course can help him/her to develop a desirable component of this behavioural acts as time

goes on.

The affective component is the student's emotional response and feelings towards a

particular object such as “Entrepreneurship Education”. According to [3], the conceived

desirability of entrepreneurship and its education may be initiated through intuitive thinking.

That means the conceived value of entrepreneurship is formed through effective behavioural

assessment. The notion “I like Entrepreneurship Education course” or “I hate

Entrepreneurship Education course”, is the expression of the emotional evaluation of an

individual towards the entrepreneurship education [4]. It was also observed that people

Entrepreneurial Skills and Behavioural Intention of Polytechnic Graduates as a Means for

Self-Employment in Nigeria


evaluate the same feelings and emotions in different ways due to their distinctive

motivational, personality, experiences, reference group, and physical conditions [3]. That

means some graduates may have positive feelings towards entrepreneurship education, while

some others do have a negative expression towards it.

The behavioral component consists of how individual/graduates respond or react to a

particular set of attitudinal object such as “Entrepreneurship Education”. The behavioral

component reflects the need of graduates‟ behavioral intentions toward a phenomenon in the

form of goals, objectives and desires, and expected responses towards the recognised object,

such as “Entrepreneurship Education”. For instance, a student who intends to become an

entrepreneur before or after graduation may develop a positive behaviour towards attending

and having an active interest in entrepreneurship education courses.

The paper will significantly contribute to enculturing the polytechnic graduates to the

spirit of entrepreneurial behaviour, by encouraging them to engage in several entrepreneurial

activities such as; identification of business opportunities, developing a product and or

services to fill such opportunities in the market, and to stimulate the demand for such

products/services at a profitable level. The study will equally contribute to the existing

literature in the field of entrepreneurship related to entrepreneurial and behavioural intention

to set-up businesses by graduates for self-employment rather than relying on government`s

employment.

2. OBJECTIVES OF THE STUDY

The objective of this study is to conduct an empirical study in order to work out the following

essential issues between entrepreneurial education and the behaviour of graduates towards

economic self-independence.

To determine the skill areas needed by the graduates for enhancing economic self-

independence capabilities in Nigeria.

To identify the influence of entrepreneurial education on the behavior of the

polytechnic graduates towards economic self-independence in Nigeria.

To identify the various strategies for teaching entrepreneurial education that

encourages the graduates to develop positive behaviour towards pursuing private

occupations for self-reliance and for economic self-independence in Nigeria.

3. RESEARCH METHOD

A descriptive study of existing empirical and conceptual literature was used in conducting this

study. The design was adopted based on the recommendation of [25] that it is relevant for

this study which aims at collecting data and describing it in a systematic manner regarding its

characteristics, features or facts about a given population or its representative sample on

existing phenomena. Hence, information from several research resources, the internet and

other online databases were collected, gathered and synthesized in order to ascertain and

illuminate on the various issues concerning the study area The study adopts the use of

document method of data collection from locally available records or documents on (existing

research records, databases, videotapes, etc.). [26] This is because the data can be made

available and authenticated and with the application of information management, it will

enable the collection of the data automatically and electronically in a sufficient quantity,

which can be converted for specific focused or outcome assessment for research purposes.



4. DISCUSSION

In several dimensions, entrepreneurship can also be looked at on the point of view of social

entrepreneurial behavior, in which the polytechnic`s environment and support system help in

shaping the social entrepreneurial behaviour of graduates. This is because, entrepreneurs play

an important role in the economic and social developments of the communities in which they

operate, consequently, [5], many post-secondary institutions are beginning to encourage the

young graduates to develop and participate in social entrepreneurial practices. Thus, the

polytechnics were made to develop various systematic approaches as motivational factors in

stimulating the graduates` social entrepreneurial intentions. To this end, the young graduates

become special type of entrepreneurs who are driven by a number of motives such as the

eradication of poverty, hunger, illiteracy, the uplifting of human health and the provision of

various other social values. A similar study also revealed the influence of social

entrepreneurial pedagogy on the behavioural outcome on the university graduates regarding

their actions, intentions and behaviors towards social venture formation. The result of their

study; [6], pointed out a significant positive relationship between social entrepreneurial

instructions or strategies and students` behavioral results in the Nigerian universities. The

results also showed that pedagogical contents exact the greatest influence on the graduates`

intentions towards creating social ventures. Graduates attitudes compromised the relationship

between social entrepreneurial pedagogy and the graduates` behavioral outcomes in Nigeria.

Additionally, a study by [7], emphasized on the intensity entrepreneurship which plays a

role as a liaison between the consideration for entrepreneurship with entrepreneurship

activities to be undertaken by an individual. They finally proclaimed that, entrepreneurial

intention is determined by three things: one`s behaviour towards entrepreneurship, subjective

norms of entrepreneurship and perception of entrepreneurial behavior control. Hence,

entrepreneurship courses in Nigerian polytechnics are aimed at making the graduates to

understand, apply and make entrepreneurial lifestyle (ability to communicate, lead and apply

business management in managing their businesses properly and effectively). Particularly,

entrepreneurship courses are lessons that shape the character of the graduates and provide

them with the knowledge and skills that enable them to take advantage with the opportunities

around them in creating their own businesses after graduation for sustainability and self-

economic independence. Furthermore, another study on social entrepreneurial intention, [8],

focused on a social concern in which the youth‟s start-ups is based on social network and

leadership along with entrepreneurship that can actively cope with the ever-changing global

environments. Thus, some of the major factors: innovation, enterprise and risk-taking should

be considered when promoting entrepreneurial intention. This is to enable the graduates to

successfully and socially lead their businesses through their enterprising spirit, networks and

leadership and learning with firm determination. Therefore, it is important to make such a

network and leadership as an entrepreneurial foundation in overcoming a long term business

survival leading to growth and development of the entrepreneurial characteristics and strength

of the graduates in particular and to the national development of Nigeria as a country.

Entrepreneurship education has been identified as a multi-dimensional phenomenon that

triggered economic prosperity and social stability of a nation. It simply refers to „an individual

who establishes and manages for profits and growth” [9] Entrepreneurship is more than a

mere creation of a business. Creating an entrepreneurial mindset among students through

proper entrepreneurship education is the essential need of today`s economy. In the twenty-

first century, entrepreneurial education has been identified as one of the essential determinants

that could influence students‟ career choice [10] [11]. Accordingly, however, education `for`

entrepreneurship is designed for individuals who want to establish and manage a business.

While education `in` entrepreneurship emphasizes the practical side of entrepreneurship




intention. Hence, according to [12], participants in those programmes learn by acting and

behaving entrepreneurially, in which the focus is on the ability to transform from the idea

recognition towards creation of utility for the consumers by coming up with a tangible

product and or service. In the light of this, (2020) [13], specifically created a taxonomy of

entrepreneurial education based on authenticity that; the taxonomy of entrepreneurial

education and learning scenarios can be elaborated in respect of the learning contexts of

various educational designs. They concluded that, the well-known and commonly used

classification of entrepreneurial education is for either `about or `for` entrepreneurship that

orient the individual students to be more innovative or entrepreneurial by equipping them

with all the necessary skills and competencies required.

The growth and the development of any nation are dependent upon the social and

economic contributions of the citizens of the country [14]. No nation can develop

technologically, industrially and economically without initiating and introducing its citizens

especially the youths into the creation of wealth, poverty reduction, employment and the

entrepreneurial training with all the relevant practical training components are recognized as

the avenue to any nation-building. This makes a nation becomes technologically relevant and

internationally competitive in the global market. Entrepreneurial education is identified as the

most effective measure of empowering the graduates to stimulate sustainable national

development and to enhance graduates‟ economic self-independence, improve the quality of

life, reduce poverty, limit the incidence of social vices due to unemployment, and in turn

promote cultural peace, freedom and democracy [15]. Thus, entrepreneurial education has

been an integral part of national development strategies in many countries of the world

because of its impact on productivity and economic development. It is widely accepted that

individual entrepreneurs play a significant and lead role in starting new ventures and even

often in the early evolution and growth of the industries [11] It is evident that entrepreneurial

education often improves the attitudes of graduates towards entrepreneurial culture and

interest to participate in entrepreneurial activities by setting-up businesses of their own [10].

The United Nations Educational, Scientific and Cultural Organization (UNESCO) and the

Labor Organization (ILO) recommendations of 2009 [16] on technical and vocational

education and training, defined it as those aspects of the educational process involving in

addition to general education, the study of technologies and related sciences and the

acquisition of practical skills, attitudes, understanding and knowledge relating to occupations

in various sectors of economic and social life. Hence, entrepreneurial education in this vein is

a relevant field of study that brings about economic self-independence and social life to the

people especially the graduates from the polytechnics. Moreover, entrepreneurial education is

that training which provides technically-oriented professionals who are to be the innovators,

facilitators and implementers of technological development of the nation by establishing and

building business ventures leading to economic self-independence and sustainability.

Entrepreneurial education thus, equip the graduates not only with entrepreneurship

training but also with a wide range of knowledge, skills and attitudes that are recognized as

indispensable for meaningful participation for a lifetime career in the field of work. It entails

the enrichment of the abilities that influence the effective psychomotor or cognitive domains

of individual graduate in readiness for entry into the world of work in order to achieve the

contentment of their intrinsic and extrinsic needs, values, jobs and aspirations that would

enable them to meet with both their local and national needs. In the view of [17]),

entrepreneurial education and training plays an essential role in improving the wellbeing of

graduates in particular and the society in general and increases productivity, empowers

individual graduates to become self-reliant and economically self-independent. On their

assessment modeling technique, [18], discovered that, entrepreneurial education or training



and entrepreneurial attitudes significantly predicts graduate` self-employment intention.

Similarly, information and opportunity seeking, creativity and problem-solving skills,

achievement and instrumental readiness, self-confidence and self-esteem, goal setting,

entrepreneurship education or training, business-owned family support, prior business

experience with family, assess to finance or capital for startup, and networking and

professional contacts were found to be the major significant predictors of self-employment

intention at 5% level of significance.

[19], argued that utilizing design thinking and a methods approach, a system of learning

from a `through` approach can facilitate entrepreneurial intention, because it is more focused

on entrepreneurial process as a whole enlightening the role of skills and mindsets in

entrepreneurial training. This learning system enables student-centered learning and targets on

the type of skills that are more relevant to entrepreneurial goals. They also argued that

entrepreneurship process is not linear; hence, creativity is central and finding structure in an

unstructured process. Thus, design thinking emphasizes a practical approach where young

graduates are exposed to out of the classroom experiences and interactions with the real world

of business. In addition, [20], opined that, many courses make graduates to concentrate on

developing a business plan and predictions which facilitates their entrepreneurial intentions to

set-up their own business ventures. It is further argued by [21], entrepreneurship education

should be moved away from teacher-centered education to student-centered oriented form of

education to enable them develop adequate entrepreneurial skills and intentions to set-up and

manage their businesses for self-reliance and economic-independence. In another perspective,

[22]), viewed behaviour towards entrepreneurship as a perceived act of control and

entrepreneurial intention as a dimensional-structural relationships and gender differences

drawn on the theory of planned behavior. In order to identify gender-related differences in the

levels of and interrelations among attitude toward entrepreneurship, as perceived behavioural

control, and entrepreneurial intention, in which attitude was found to consists of two

components – one instrumental and one affective; perceived behavioral control consists of

two factors – perceived self-efficacy and perceived controllability; and entrepreneurial

intention is mostly represented by three factors – choice intention, commitment to

entrepreneurship, and nascent entrepreneurship. Their findings further indicated that, affective

attitude are perceived self-efficacy and are by far the strongest predictors of intention. Thus,

illuminating the role of emotions in the entrepreneurial procedure. Their work further revealed

that, the relationship between commitment to entrepreneurship and nascent entrepreneurship

is stronger in men than in women, thus confirming gender as a moderator on entrepreneurial

intentions. In identifying their tacit entrepreneurial opportunity of latent customer needs in an

emerging economy, [23], focused on latent customer needs as an essential aspect of

entrepreneurial opportunities and examined the determinants for the identification of such

opportunities for the graduates based on the organizational learning theory, by exploring the

effects of experiential market learning and simulated market learning and their consequential

effects on environmental uncertainty in an emerging economy and discovered that both

experiential market learning and simulated market learning have facilitate the identification of

latent customer needs, while they interact with environmental uncertainty in different

respects.

Therefore, good quality entrepreneurial education is an indispensable tool for achieving a

much more sustainable economic self-independence among the graduates, since it facilitates

in promoting the development of knowledge, skills, values, understanding, actions and

behavior of the graduates. It as well serves as an integral part of national development

strategies in many part societies because of its impact on human resource development,

productivity and economic growth for both the individual graduate in particular and the

society in general. The design thinking methodological, [24], also has the potential to develop




entrepreneurial competencies among graduates. This is because the program is capable of

fostering entrepreneurial skills such as creativity, problem-solving and self-confidence.

Finally, in this study, sustainable economic self-independence could be seen as the process of

enculturing the individual graduates with the required skills necessary for economic, financial,

social, moral and psychological enrichment and development to enhance self-reliance and

economic self-independence.

5. RESULTS AND FINDINGS

The study is based on the theory of capital resources by Weva [27]. The theory recognized

entrepreneurial education as a context that prepares graduates for a future which they are yet

to be exposed into. The objective of the theory maintained that meaningful entrepreneurial

education can provide the knowledge and skills necessary for graduates to make use of their

acquired human capital resources in their own countries. The choice of this theory was based

on the consideration that educational training is capable of inculcating competencies, skills

and values that will stimulate entrepreneurial pursuit among graduates to be self-reliant and

economically self-independent. The basic fact for the selection of this theory is that

entrepreneurship education is capable of providing the graduates with skills that will foster

entrepreneurial spirit and develop in them the right kind of behaviour to start-up businesses of

their own for self- reliance upon graduation. The theory was supported by [28] who all

pointed out that entrepreneurial education aids graduates to develop skills and attributes that

enable them to be innovative and to identify, initiate and successfully manage personal and

work opportunities, including working on their own. Conceptually, the framework of

entrepreneurial involvement is as presented in `Fig.` 6A.

The results of the study indicate that entrepreneurial education helps polytechnics`

graduates to- (i) acquire entrepreneurial skills for creativity & innovation; (ii) identify and

promote business; (iii) acquire entrepreneurial skills for business planning and opportunities;

(iv) acquire entrepreneurial skills for marketing development and strategies; (v) acquire skills

needed for operational and developmental management in business organization; (vi) gain

skills needed for financial management and control; and (vii) develop their attitudes towards

entrepreneurial activities in Nigeria. The findings further upheld that of [29]who opined that

entrepreneurial education aids graduates to acquire more understanding of entrepreneurship,

provide them with an entrepreneurial approach to the world of work and prepare them to

function as entrepreneurs and managers of new businesses [25]. The European Union pointed

out that entrepreneurial education increases graduates‟ awareness of self-employment as a

career option (the message is that you can become not only an employee but also an

employer); promoting the development of personal qualities that are relevant to

entrepreneurship, such as creativity, risk-taking and responsibility; and providing the

technical and business skills that are needed in order to start a new business venture.

Conceptually, entrepreneurial education provides the graduates with managerial and

entrepreneurial skills as the required skills needed for self-reliance and sustainable economic

self-independence in society. The concept of self-reliance as defined by World Bank [30], is

the process of enhancing the capacity of individuals or groups to make choices and to

transform those choices into desired effect and results. Hence, this definition can be drawn in

the light of university graduates‟ capacity building for the sake of making effective career

choices with the capacity to transform those choices into required actions and results. As

supported by [31], that self-reliance is only possible or assured when concrete steps are taken

to make the graduates acquire skills that will enable them to be self-reliant and therefore

become the tools for achieving sustainable economic self-independence. For any economic

empowerment to be sustained there must be the capital resources and human effort to



coordinate it alongside with other factors of production such as land, labor and finance to

produce the goods or the services required for human consumption. Specifically, [32] viewed

graduates‟ self-reliance as the process of facilitating the graduates‟ ability to make choices

and to convert such choices into competences and capabilities, that are required for their

wellbeing as well as for their contribution to the development of the society in which they

live.

1.

2.

Figure 1 A conceptual framework for entrepreneurial involvement

In fact, in this study, it was found that graduates are seen as the foundation of any society:

with their energies, inventiveness, attitudes and orientation towards the development and

security of a particular nation. Put together by [33], graduates stand to be the backbone of the

development of any country. Thus, the level of attainment of any industrialized and developed

country is dependent upon the extent to which the graduates have been trained with the

knowledge, attitudes and skills and also oriented in the application of those skills such as

woodwork and carpentry, metal and metal works handling, construction and maintenance

repairs, electrical and electronics, textile production and agriculture in meeting their needs as

well as the needs of the society generally. It is also believed that this knowledge and skills

could only be achieved when the graduates are well and deeply enculturated into a well-

designed entrepreneurial education programed that helps them with the knowledge, skills and

attitudes to live, learn and work as an industrially productive and an illustrious citizen in the

society. Entrepreneurial intentions reflect an individual`s behavioral attitudes towards

choosing an alternative career path that involves initiating a new business formation instead of

ENTREPRENEURIAL EDUCATION

KNOWLEDGE BEHAVIOUR CREATIVITY SKILLS

GRADUATES

BUSINESS OPPORTUNITY

BUSINESS PLAN

PERSONAL SKILLS

ECONOMIC INDEPENDENCE




pursuing employment at an existing venture [34]. In the school context [35], the function of

the school teachers is to support and promote entrepreneurial education as an important way

to prepare the young students for career life. Hence, entrepreneurial education in the

institution focused on the students` interests, motivation and the real life context as the basis

for their learning processes, which reflect in graduates having the opportunities to take their

own initiatives and to cooperate not only with others within their school but also the

surrounding community in order to boost their learning in the real world context of

entrepreneurial development. The above facts can be diagrammatically depicted as in the

following `Figs` 1 and 2. Showing the various stages as the essential issues in entrepreneurial

involvement on self-employment for the polytechnic graduates.

Figure 2 Entrepreneurship model

Adapted from Offusio, Nwolodo, and Dede, (2010) in Nwite, (2016)

6. CONCLUSION

Finally, this study has through several analyses from existing literature ascertained that,

entrepreneurial education influence the behaviour of the graduates towards sustainability and

economic self-independence by molding the graduates with the required knowledge attitudes

and skills necessary for its (economic, financial, social, moral and psychological) existence

and development to enhance self-reliant graduates that are also economically self-independent

and useful members of the society that contribute to the growth and development of the

society in which they live. From the result of the study, it was observed that entrepreneurship

education helps to develop in the graduate‟s certain beliefs, values and attitudes regarding

entrepreneurial education. The knowledge acquired from it helps to encourage creative

thinking and promotes a realistic sense of self-worthiness and sustainable empowerment

among the graduates. Through entrepreneurial education, graduates are likely to recognize

business opportunities and pursue such opportunities by creating and operating a business

venture, for economic self-independence in the society where they live. Entrepreneurial

education can, therefore, influence the performance of entrepreneurs by enhancing their

Social Values

and re-orientation

Entrepreneurial

Education

ENTREPRENEURIAL

DEVELOPMENT

Business set-up or Venture

Creation Entrepreneurial

Skills and

Development and

Training

Entrepreneurial

career/ section

Opportunity

recognition and

identification

Government

Institutions

support



earnings, entrepreneurial spirits, entrepreneurial intentions , and opportunities for survival

[36] From the findings as well, it could be deduced that entrepreneurial education is a vital

tool through which any nation can experience growth and development by empowering its

graduates with the knowledge and skills necessary for self-employment and consequently

economic self-independence. This study can be beneficial the polytechnics` and university

graduates as well as all relevant tertiary institutions that are mindful of imparting the

entrepreneurial knowledge to the young ones for the economic growth and development of the

nation.

ACKNOWLEDGEMENT

I would like to acknowledge my profound gratitude to my institution; Universiti Teknologi

Malaysia and my corresponding author in the person of Prof. Madya Dr Moh`d Khata Bin

Jabor for his immeasurable contribution to the success of this paper. I am as well committed

to offering my thanks to the auditors that have worked diligently to see the paper becomes a

reality. I am equally forwarding my esteem regard to all the authors that have been cited in

this paper and for whose work has been tremendously beneficial to this paper. Finally, I am

also extending my pleasure, to all those that have contributed in one way or the other towards

the success for the publication of this paper.

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