ia nguwasen - University Of Nigeria Nsukka

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

STRATEGIC MANAGEMENT OF CHALLENGES FACING

ENTREPRENEURSHIP EDUCATION IN UNIVERSITIES,

NORTH CENTRAL STATES OF NIGERIA


MANDO, PATRICIA NGUWASEN

PG/Ph.D/12/62425

FACULTY OF EDUCATION

Onah Ifeanyi

Digitally Signed by: Content manager’s

DN : CN = Webmaster’s name





PATRICIA NGUWASEN

FACULTY OF EDUCATION

: Content manager’s Name

Webmaster’s name

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TITLE PAGE




BY

MANDO, PATRICIA NGUWASEN

PG/Ph.D/12/62425

A Ph.D THESIS SUBMITTED TO DEPARTMENT OF EDUCATIONAL

FOUNDATIONS, FACULTY OF EDUCATION, UNIVERSITY OF

NIGERIA, NSUKKA IN FULFILLMENT OF THE REQUIREMENT

FOR THE AWARD OF DOCTOR OF PHILOSOPHY DEGREE IN

EDUCATIONAL ADMINISTRATION AND PLANNING

SUPERVISOR: DR. (MRS.) G. T. U CHIAHA

JUNE, 2016

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APPROVAL PAGE

THIS THESIS HAS BEEN APPROVED FOR THE DEPARTMENT OF

EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA, NSUKKA.

BY

______________________ ____________________

Dr. (Mrs.) G.T.U Chiaha Prof. C .J.A Onwuka

Supervisor Head of Department

______________________ ____________________

Internal Examiner External Examiner

___________________

Prof. U. Umo

Dean, Faculty of Education

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CERTIFICATION

Mrs. Mando, Patricia Nguwasen, a student in the Department of Educational

Foundations with registration Number PG/Ph.D/12/62425 has satisfactorily

completed the requirements for the award of degree of Doctor of Philosophy in

Educational Administration and Planning. The work embodied in this thesis is

original and has not been submitted in part or full for any other Diploma or

Degree of this University or any other one.

-------------------------------------- --------------------------------

Mrs. Mando, Patricia Nguwasen Dr. (Mrs.) G T U Chiaha

(Candidate) (Supervisor)

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DEDICATION

This work is dedicated to my beloved husband, Augustine Mando and to

our lovely children Alex, Fidelis, David and Joshua.

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ACKNOWLEDGEMENTS

This research would not have been a success without the intervention of

Almighty God, and the various supports the researcher received from people. My

profound gratitude therefore, goes to God who kept me strong in spite of the

difficulties and encumbrances faced throughout the period of my studies. My

appreciation goes particularly to my supervisor, Dr. (Mrs.) G.T.U Chiaha, for her

intellectual insights which have made possible for the success of this work.

The researcher wish to also express my gratitude to the entire lecturers of

the Department of Educational Foundation, University of Nigeria, Nsukka,

especially Professor Uju Umo, Dr. (Mrs.) E.N. Aye, Dr. Onu, Dr. (Mrs.) V. C.

Onu, Dr. Omeje, J.C., and all others who have directly or indirectly contributed to

the success of this work.

The researcher gratitude also goes to Dr. Ugwoke, S.C. (also of the

Department of Educational Foundation), who served as the Content Reader of this

thesis. I am grateful that he found time to read in-between the lines of this bulky

work, identifying errors and making the necessary corrections for the success of

this study. In like manner, I acknowledge the impact of Dr. Ejiofor, T.E, who is

from the Department of Vocational and Technical Education. As Design Reader

of this work,

The head, Department of Educational Foundation, University of Nigeria,

Nsukka, Professor Onwuka, C.I.A, cannot be excluded from this list of

acknowledgements. This is particularly in view of the fact that, he provided the

logistic and administrative conveniences that facilitated the completion of this

study.

The researcher also wish to acknowledge the contributions of the people

that nurtured me in life; my late parents, Mr. and Mrs. Ngugban, for laying the

foundation on which I stand today. My regret is that, they could not live long to

reap the fruits of their labour. Wherever they may be, I believe they happy for

what their daughter has become.

The researcher cannot forget the all-round support of Mr. Augustine

Mando, who has proven to be a wonderful husband to me? Apart from his moral

and financial supports, he has always being there for me whenever I needed him.

My children too, have been of high inspiration to me. They include: Alex, Fidelis,

David and Joshua. I am grateful to them all, for always standing by me, and

enriching my feeling of family-hood, and also representing the object of my

commitments towards success in life.

The researcher remain forever grateful to all my mates during my

undergraduate days at the Benue State University, Makurdi, who saw much in me

beyond much comprehension. Even before now, I was already labelled Dr. Mrs.

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Mando, perhaps as an encouragement. Their words of advice and encouragements

have strengthened my resolve to work harder in order to fulfil this dream.

Reminiscence of this has always arouses a great sense of nostalgia in me.

The contributions of Mr. Basake Julius and Akaan Richard are also highly

appreciated. My research experiences with them have proven that the youngsters

would be a vibrant force for revolutionizing the educational sector in Nigeria. In

this regard, Mr. Ayila Orkusa must also be acknowledged. It is my prayer that the

superabundant blessings of God rain down upon their lives that they may find

fulfilment in time and eternity.

The researcher appreciation also goes to my brothers and their families.

They are: Mr. Terhemen Ngugban, Rtd. Col. Ngugban, G.A., Mr. And Mrs.

Nyamgee Emmanuel, and of course, Professor and Professor (Mrs.) Msugh, M.

Kembe. By always encouraging me in my academic pursuit, they helped

immensely in preparing a mindset in me towards success, a determination which

has brought me this far. Esther Agbe, my beloved sister too, must be

acknowledged for her various supports, and for always been there for me, even in

times of difficulties.

The researcher cannot also forget Engr. and Mrs. Wilson Alli for their deep

sense of understanding. When they bought a Personal Computer for me, was the

moment that marked a significant growth in my research. This is because, it

enhanced my research activities. I am equally grateful to Rebecca Anongo, my

bossom friend for reposing a lot of confidence in me, even as she believes that I

can make it in life no matter the circumstances. Nguvan Abum, my nice and

others at home must not also be forgotten. I am grateful that, she just like others

has taken good care of the home, especially at those moments of my prolonged

absence for the pursuit of my academics.

The researcher would also like to appreciate one of my outstanding

research assistants, Mr. C. Eseadi for his academic support. Finally, I am grateful

to all my well-wishers whose names may not be added on this list for want of

space. It is my prayer that the Almighty God continues in His loving-kindness to

guide and protect them all, till the end of time. For this laudable achievement,

glory be to God.

Dr. (Mrs.) Mando, Patricia Nguwasen

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TABLE OF CONTENTS

Title Page i

Approval ii

Certification iii

Dedication iv

Acknowledgments v

Table of Contents vii

Abstract x

CHAPTER ONE: INTRODUCTION 1

Background of the Study 1

Statement of the Problem 10

Purpose of the Study 11

Significance of the Study 11

Scope of the Study 13

Research Questions 13

Hypotheses 14

CHAPTER TWO: REVIEW OF LITERATURE 15

Conceptual Framework 16

Concept of Management 16

Concept of Strategic Management 18

Concept of Entrepreneurship 22

Concept of Education 24

Concept of Entrepreneurship Education 28

Concept of Education in Nigeria 30

Concept of University 33

Concept of Challenges 34

Theoretical Framework 39

Strategic Management Theories 39

Theory Entrepreneurship Education 40

Wicked Problem Theory 41

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Review of Empirical Studies 43

Studies on Strategic Management 43

Studies on University Administration 46

Studies on Entrepreneurship Education 49

Studies on organisational challenges/implementation 51

Summary of Review of Literature 55

CHAPTER THREE: RESEARCH METHOD 57

Research Design 57

Area of the Study 57

Population of the Study 58

Sample and Sampling Technique 58

Instrument for Data Collection 58

Validation of the Instrument 59

Reliability of the Instrument 59

Method of Data Collection 60

Method of Data Analysis 60

CHAPTER FOUR: RESULTS 61

Summary of Major Findings 69

CHAPTER FIVE: DISCUSSION OF RESULT, IMPLICATION,

RECOMMENDATIONS, CONCLUSION AND SUGGESTIONS

FOR FURTHER STUDIES 71 Discussion of the Findings 71

Conclusion 76

Educational Implications of the Findings 77

Recommendations 78

Limitations of the Study 79

Suggestions for further Research 79

Summary of the Study 79

REFERENCES 82

APPENDICES

Appendix A-Questionnaire 90

Appendix B: List of Accredited Universities in Nigeria with Contact and Websites 94

Appendix C: Unemployment Rates in Nigeria 1995 to 2011 101

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Appendix D: Reliability Coefficient for Strengths Cluster 102

Appendix: E Computation of Reliability Score 104

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ABSTRACT

The study investigates strategic management of challenges facing

entrepreneurship education in universities, North central states of Nigeria. The

focus of the study was on the strengths, weaknesses, opportunity and threats in the

management of entrepreneurship education in the universities. A descriptive

survey design was adopted for the study. The sample for the study was composed

through a multi-stage sampling technique. This gave a sample of 763 respondents

used for the study. Based on the review of literature, four research questions and

four null hypotheses guided the study. A questionnaire titled, Entrepreneurship

Education Strategic Management Questionnaire (EEdSMQ) was designed and

used for the study. This instrument was validated and the overall reliability

ascertained to be 0.76. From data collected, mean and standard deviation were

used to answer the research questions while T-test statistic was used to test the

null hypotheses at 0.05 level of significance. Results show that the strength of

entrepreneurship education in universities among others includes availability of

funds by the government and for in-service training of entrepreneurship lecturers;

and high enrolment of students for the EED programme. It was found that

universities have weaknesses in the management of entrepreneurship education,

but they also have opportunities of managing entrepreneurship education. Results

further show that there is no significant difference between the mean responses of

lecturers and coordinators on the strength, weakness, opportunities and threats to

entrepreneurship education in the Universities. Based on this, the work

recommends that, the universities authorities should make provision for lecturers

to go for workshops or seminars so as to be exposed to current trends in EED

programme. The Federal Government of Nigeria should maintain a policy aimed

at making adequate fund available for entrepreneurship education in the

universities, and a supervisory team should be set up to take the responsibility of

maintaining a judicious expenditure of such funds. The government should also

set up a blueprint on punishment of offenders for misappropriation of

entrepreneurship education fund. University authorities should be equipped with

entrepreneurial centres to expose lecturers and students to practical aspects of

EED. Firms and industries should be more willing to accept students for industrial

training as it strengthen the students’ interest in entrepreneurship education

programme.

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CHAPTER ONE

INTRODUCTION

Background to the Study

The standard of education and its functionality has been a major concern for

educational administrators in Nigeria, especially in this 21st century. This is probably due

to global interest in education which has been identified as a means of development by

the Millennium Development Goals (MDGs) targeted towards eradication of poverty

across the globe. In a bid to improve educational standards in Nigeria, different

governments had come up with different policies in education, all aiming at solving

inherent social and economic problems like arm-robbery, kidnapping, hostage taking,

and graduate unemployment amongst others. Literature is replete with the fact that many

Nigerian graduates leave the university without jobs and with little or no hope of

securing any for many years. For instance, Dabalen, Oni and Adekola (2000) observed

that, unemployment among graduates in Nigeria is high, and their prospects for job have

been worsened over time and without hope. They recycle themselves as postgraduates.

Others without such opportunity and no hope of self-sustenance engage in various anti-

social and nefarious activities such as cultism, armed robbery and insurgency (Soludo,

2006). These challenges, according to Mando and Akaan (2013) are common among

university graduates in the North central states like Kogi, Benue, Taraba, Plateau and

Kwara. As a result, several graduates of Benue State University and University of

Agriculture, both in Makurdi, have indulged in acts of cultism, armed-robbery and other

vices not worthy of university graduates. This problem is indeed, a fallout of the inability

of the government, especially in Benue State (since the inception of democracy in 1999),

to provide job opportunities for the steaming graduates in the State.

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As a result of the above problem, entrepreneurship education was introduced by

the government in institutions of learning. The idea was to enable the students to

appreciate the nature and dynamics of entrepreneurship, and subsequently, the

acquisition of skills that would make it possible for them to develop functional skills

which would enable them to depend less on government jobs, but rely on their own

abilities to provide for themselves the means of livelihood. In this regard, Mando and

Akaan (2013) contended that, entrepreneurship education (EEd) is central to national

development as it prepares students for jobs and careers based on manual or practical

activities, and help them develop skills in a particular trade that promotes considerable

self-employment for socio-economic, cultural and even political advancement of a

nation.

Entrepreneurship education has academic aspect (Curriculum and Pedagogy) and

administrative aspect which determine the entrepreneurship institutional quality. Both

aspects heavily contribute to the quality and success of the overall EEd (Lee and Wong,

2005). The ultimate goal of entrepreneurship education is to facilitate the creation of an

entrepreneurial culture (United Nations Conference on Trade and Development, 2010),

which in turn would help potential students to identify and pursue opportunities. Aina

(2007) also stressed that, EEd inculcates in trainees the ability to assess their strength;

seek information and advice; make decisions; plan their time; carry an agreed

responsibility; communicate and negotiate; deal with people in power and authority;

solve problems; resolve conflict; evaluate performance; cope with stress and tension; and

achieve self-confidence. These abilities are what could be termed employable skills.

Students could therefore, be trained to succeed in entrepreneurship irrespective of

their gender and educational background so as to enhance the development of core

entrepreneurship traits and skills such as: diligence and capacity for hard work (task

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orientation); confidence; risk taking; decision making skills; interpersonal skills;

leadership skills; and goal setting to improve individuals (Chiaha and Agu, 2008). The

benefits of EEd to students are numerous and include such positive outcomes as

increased sense of locus of control; greater awareness of personal talents and skills;

improved school attendance; higher academic achievement; enhanced creativity skills in

business situations; enhanced business opportunity recognition skills; ability to handle

business situations ethically; problem-solving skills; understanding of steps essential in

business start up; enhanced awareness of career and entrepreneurial option; use of

strategies for idea generation and assessment of feasibility of ideas; understanding of

basic free market economy; enhanced basic financial concepts; increased awareness of

social responsibility and entrepreneur’s contribution to society; and greater likelihood of

graduating to next education level (Broecke and Diallo, 2012).

Entrepreneurship education therefore, appears to be a formal structured

instruction which conveys entrepreneurial knowledge and develops in students, focused

awareness relating to opportunity, recognition and the creation of new ventures. Nwosu

and Ohia (2009) defined entrepreneurship education as the process of providing

individuals with the ability to recognize commercial opportunities and the knowledge,

skills and attitudes to act on them. Acknowledging the view above, Brown (2003)

contends that, entrepreneurship education and training programmes are aimed directly at

stimulating entrepreneurship which may be defined as independent small business

ownership or the development of opportunity-seeking managers within companies.

Brown added that, these innovative, creative, independent and self-reliant qualities are

lacking in most university graduates, who have become mere white collar job-seekers

rather than job-makers. However, entrepreneurship seem to be the hub of both small and

medium enterprises in America, Europe, Asian Tigers, among other advanced countries

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where private sector compliments the efforts of government in provision of employment

opportunities, social security and welfare services to the citizenry.

The realization of the importance of entrepreneurship education and its

implementation in universities is basically the concern of two main groups of staff in

universities: the epistemologists and the deontologists. The epistemologists are the

academic staff. They are more or less the technical crew in the university. They are

equipped with adequate theoretical and practical knowledge for research, teaching and

inculcating necessary entrepreneurial skills in students, thus preparing them for life,

world of work and for contribution to national development (Chiaha and Agu, 2008).

Chiaha and Agu explained further that, deontologists are inevitable assistants to the

epistemologists in that they provide necessary administrative and technical supports to

the university and the epistemologists in particular. The deontologists are normally

responsible for all non-academic programmes including administration, planning,

resource management, supervision, personnel matters, welfare of staff and students,

financial administration, record-keeping, admissions, certifications, health, and

university plant (environment physical facilities and equipment).

However, the senior epistemologists such as Deans of faculties, Provosts of

schools, Directors of institutes, Departmental and Unit heads, Professors and Senior

Lecturers, also partake in university administration. They are equally involved in the

strategic management of EEd challenges. This is because many important functions

involving implementation of government’s policies, monitoring, supervision and

accreditation in universities are performed by these groups of staff (Mgbekem, 2004).

But despite the structural organization of entrepreneurship education, Banabo and

Ndiomu (2011) identified the challenges affecting entrepreneurship education in federal

and state universities in the North Central states to include lack of sufficient and skilled

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manpower, inadequate funding, poor state of infrastructure, and lack of relevant reading

materials. For Okebuola (2011), these challenges include cultism, lack of vibrant staff

development programme, frequent labour disputes and the closure of universities,

inadequate information technology facilities, poor leadership and poor policy

implementation.

It is important to note that, three types of universities exist in Nigeria. They are:

federal, state and private universities. The major difference between them lies in the

funding. While the federal government funds federal universities, state universities are

funded by their various state governments, whereas private universities are funded by

private individuals that own them. Nevertheless, they are all under the supervision of the

Nigerian Universities Commission (NUC) that ensures quality and minimum standards

in the universities while the various funding bodies make administrative policies.

However, some universities like University of Jos; Federal University of Agriculture,

Makurdi; Kogi State University, Ayingba; Kwara State University, Ilorin; Nassarawa

State University, Keffi; Taraba State University, Jalingo; and Benue State University,

amongst others, in the North Central States of Nigeria appears to be bedevilled by the

challenges of effective entrepreneurship education management.

Based on the above, this study proposes a strategic management of the challenges

facing EEd in universities, in North Central States of Nigeria, through the application of

SWOT, which denotes Strength, Weakness, Opportunity and Threats. Johnson and

Scholes in Hinde ( 2000, p. 14) stated that the aim of SWOT analysis is to identify the

extent to which the current strategy of an organization and its more specified strength

and weakness are relevant to, and capable of dealing with the change taking place in the

management of university education. This means that, every university in the North

Central Nigeria needs to increasingly become aware of their Strength, Weakness,

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Opportunity, and Threats in managing the challenges of entrepreneurship education. To

succeed in any field, weakness must be overcome through strength and threats must be

transferred into opportunities.

On the other hand, strategic management of EEd challenges primarily entails

responses to external issues such as in understanding the actual needs of students, and

responding to them as appropriate. This is because strategic management provides

overall direction to an organization. It entails specifying the organization’s objectives,

developing policies and plans designed to achieve these objectives, and then allocating

resources to implement the plans. It also includes a feedback mechanism which monitors

execution and informs the next round of action.

Deriving from the above, the expectation is that, strategic management of EEd

challenges would enable universities in the North Central States of Nigeria to function

effectively towards achieving the objectives of entrepreneurship education. Besides,

Ibukun (1997) pointed out that, the relevance of university education in Nigeria

generally, is the provision of much needed manpower to accelerate the socio-economic

development of the nation. Higher education as an instrument of social change and

economic development was considered relevant by the National University Commission

as a means through which EEd should be inculcated to Nigerian university graduates.

However, many educationists and administrators have questioned the

achievement of the objectives of higher education by these universities. The objectives of

university education as enshrined in the Nigeria’s National Policy on Education include

contributing to national development through high level manpower training; providing

accessible and affordable quality learning opportunities in formal and informal education

in response to the needs and interests of all Nigerians; providing high quality career

counseling and lifelong learning programmes that prepare students with the knowledge

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and skills for self-reliance and the world of work; reducing skill shortages through the

production of skilled manpower relevant to the needs of the labour market; promoting

and encouraging scholarship, entrepreneurship and community service; forging and

cementing national unity; and promoting national and international understanding and

interaction (Federal Republic of Nigeria, 2014).

Despite the above laudable objectives, the concern of many educationists and

administrators is due to the fact that most of the graduates remain unemployed for as

long as ten years after graduation (OECD, 2012). Okoro (as cited in Mando and Akaan,

2013) noted that, about seventy-five (75) percent of secondary school-leavers in Nigeria

do not go further in higher academic pursuit and that it is disturbing to have a situation

where many youths who are physically able to render services towards national

development, are highly unemployed. Thus, Nigeria has continued to struggle with major

economic challenges including youth unemployment and this seems to be a threat to

national development and according to Adebisi and Oni (2012), the unemployment of

qualified and able-bodied youths has been of much concern to stakeholders in education,

policy makers and the youth themselves. According to the Trading Economics (2015),

unemployment rate in Nigeria increased to 7.50 percent in the first quarter of 2015 from

6.40 percent in the fourth quarter of 2014. In addition, unemployment rate in Nigeria

averaged 11.93 percent from 2006 until 2015, reaching an all-time high of 23.90 percent

in the fourth quarter of 2011 and a record low of 5.30 percent in the fourth quarter of

2006. Thus, there is increasing level of graduate unemployment in Nigeria, a country that

is blessed with abundant natural resources such as ore, coal, chromium, cobalt,

hydroelectric power, manganese and millions of hectares of uncultivated farmland and

abundance of oil and gas. Conversely, most of the able-bodied graduate youth appears to

have become beggars on the streets.

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Furthermore, youth unemployment rate measures the number of young people

vigorously looking for a job as a percentage of the labour force in Nigeria. Youth

unemployment is worsened by trends of globalization which have led many companies

to focus on their core competencies, which often creates a scenario where only

temporary jobs are available for youths thereby making them underemployed or worse

still, unemployed (Chiaha and Agu, 2008). While others tend to lay the blame on the

type of graduates produced in Nigerian universities, who are also regarded as

unemployable, some believe that they lack employable skills and experience (Obanya,

2010).

Consequently, the International Labour Organization (ILO) had predicted that by

2009, world youth unemployment rate would stand at 15%, while that of sub-Saharan

Africa would be 60%. Backing this worsening figure, the report shows that there might

be persistent unemployment, proliferation of temporary jobs, growing youth

discouragement in advanced economies; and poor quality, informal, subsistence jobs in

developing countries (ILO, 2013). The recent global financial crises, in addition to the

prevalent economic woes of Nigeria, compelled the federal government to formally

adopt Small and Medium Enterprises (SMEs) as the engine of the country’s economic

recovery and re-engineering. Unfortunately, the ubiquitous army of unemployed

university graduates, regrettably, does not have the requisite skills and experiences for

entrepreneurship in the country. This unsavoury and startling revelation forced the

Yar’Adua administration to include entrepreneurship as the number three item of its

seven-point agenda, to embrace entrepreneurship as a panacea for graduate and youth

unemployment.

Given that youth unemployment rate is a threat to national development,

entrepreneurship education was introduced and made a compulsory course in Nigerian

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universities. The idea was to enable graduates to acquire skills for the development of

functional skills which would enable them to depend less on government jobs, but rely

on their own abilities to provide for themselves the means of livelihood. This, apart from

addressing the problem of graduate unemployment, was also aimed at strategically

positioning the Nigerian economy for leadership in Africa. Thus, the researcher classifies

unemployment rate in the country as a threat to national development in the one hand,

and an opportunity for entrepreneurship education on the other hand.

Consequently, the NUC directed all universities in the country to commence

entrepreneurship education as a compulsory course for all undergraduates irrespective of

their disciplines, with effect from 2007/2008 academic session, and NUC had to

coordinate and ensure compliance (Okojie, 2007). In an address at a conference on

effective implementation of the Yar’Adua Administration Seven-Point Agenda, Prof

Julius A. Okojie, the Executive Secretary of the NUC stated that, the universities were

encouraged to commence entrepreneurial education (EEd) in order to equip their students

with the skills that would make them useful to themselves and the country generally. It

was expected that the EEd would encourage the universities to establish entrepreneurship

studies, career advisory services and reduce crimes like examination malpractices,

decadence in moral values, cultism and other social vices within the campus.

Based on the above, the fundamental questions to be asked are that: Have all the

universities in the North Central zone complied with the directive on entrepreneurship

education? Has the entrepreneurship education been properly integrated into the

universities curriculum in the universities in the North Central States of Nigeria? Do the

universities have adequate personnel in terms of quality and quantity for the

entrepreneurial education? Do they have adequate facilities for entrepreneurial

education? Are they producing entrepreneurs in the various disciplines? Have the

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university graduates stopped seeking for paid employment? Are majority of them self-

employed? These posers have suggested that, there may be challenges facing universities

in the implementation of the EEd policy, especially in North Central states of Nigeria,

which this study is set to investigate and find out how they can be strategically managed

in the interest of achieving the objectives of entrepreneurship education.

Statement of the Problem

One observes with dismay, the deepening level of graduate unemployment in

Nigeria, and this is in a country that is blessed with abundant natural resources such as

ore, coal, chromium, cobalt, hydroelectric power, manganese and millions of hectares of

uncultivated farmland and abundance of oil and gas. Regrettably, able-bodied men and

women have become beggars on the streets of their fatherland. Realizing the above

danger, entrepreneurship education was introduced and made a compulsory course in

Nigerian universities. The idea was to enable graduates to acquire skills for the

development of functional skills which would enable them to depend less on government

jobs, but rely on their own abilities to provide for themselves the means of livelihood.

This, apart from addressing the problem of graduate unemployment, would also

strategically position the Nigerian economy for leadership in Africa.

Ever since entrepreneurship education was introduced in Nigerian universities,

many graduates still remain unemployed for a long time after graduation. It appears that,

the entrepreneurship education delivered to undergraduates does not meet the aims and

the objectives of the course. Consequently, the challenge of graduate unemployment,

with its attendant effects has continued to undermine chances of survival in Nigeria, thus

making mockery of the content and philosophy of entrepreneurship education in the

federal and state universities in the North Central States. Such universities are faced with

the challenge of effective entrepreneurship education management. This research is

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therefore, an attempt towards understanding the above malaise in terms of the content of

EEd; how the programme is managed; what impact it has on the socio-economic

progress of university graduates in the North Central States of Nigeria, and how this

problem could be addressed in the interest of achieving sound entrepreneurship

education in North Central States universities, and Nigerian universities at large.

Purpose of the Study

The main purpose of this study is to investigate the strategic management of

challenges facing entrepreneurship education in universities in North Central State of

Nigeria. Specifically the study sought to:

1. Find out the threats to Entrepreneurship Education in universities in North

Central State of Nigeria.

2. Ascertain the weaknesses of Entrepreneurship Education in universities in North

Central State of Nigeria

3. Determine the opportunities of Entrepreneurship Education in universities in

North Central State of Nigeria.

4. Investigate the strengths of Entrepreneurship Education in universities in North


Significance of the Study

The significance of this study is based on both theoretical and practical

significance. The theoretically, the study is anchored on Risk Taking Theory (RTT) by

Richard Cantillon and John Stuart Mill. The theory perceives entrepreneurship as a

mental education that stimulates individuals to take calculated risk for which future

stream of benefits are guaranteed, and people taking big risk have to contend with a great

responsibility. The main thrust of the theory is that, entrepreneurship education improves

the ability, capability and potentials of individuals to undertake risks for which economic

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benefits are assured. This implies that managers of universities in North-central states

have to become more aware of the importance of entrepreneurship education so as to

ensure that it is strategically managed to achieve their goals and objectives.

Practically, the findings will be beneficial to many, including students, lecturers,

employers, government and policy makers, as well as the general public.

The study would enable the students to remain committed in their acquisition of

practical skills that would enable them to be self-reliant, thus depending less on the

government for white collar jobs, which are often scarcely available. This would no

doubt enable them to add value to themselves by acquiring a means of livelihood.

The lecturers teaching EEd in universities too would find this study useful, as

they would avail themselves of the usefulness of the findings, to adjust to a better

management and delivery of the course content in the interest of the students, which

would help improve the students’ interest. This would also bring about effective and

efficient teaching and learning of entrepreneurship education through conferences.

Consequent upon the benefits of this study to students, employers would also

benefit in terms of the availability of workers who are business- conscious, and who

would help to increase the productivity of various companies through practical

experience.

The study is important to the government and policy-makers in terms of the fact

that, it would create awareness on the effort being made by various Nigerian universities

on the implementation and achievement of government policy on entrepreneurship

education. It would also stir up policy-makers towards enacting laws that would

strengthen entrepreneurship education in Nigeria.

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The study would also be beneficial to members of the public because, as more

graduates would be absorbed by different companies and organizations, there would be a

reduction in crime rate, even improvement in the living conditions of the people.

Above all, this study will contribute to the existing literature on EEd and its

impact on socio-economic progress of the people, even as it would serve as a source

material for further research in this area.

Scope of the Study

The scope of this study covered all the seven federal and six state universities in

the North Central States of Nigeria. It also covered all the 13 coordinators and 136

lecturers of entrepreneurship programmes in the 13 universities. The content scope

covers strategic management approach in solving the challenges facing entrepreneurship

education in areas of strength, weakness, opportunities and threats.

Research Questions

The following research questions were formulated to guide the study:

1. What are the threats to entrepreneurship education in universities in North

Central States of Nigeria?

2. What are the weaknesses of entrepreneurship education in universities in North


3. What are the opportunities of entrepreneurship education in universities in North


4. What are the strengths of entrepreneurship education in universities in North


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Hypotheses

The following null hypotheses were formulated to guide the study:

Ho1: There is no significant difference between the mean responses of lecturers and

coordinators on threats to entrepreneurship education in the Universities.

HO2: There is no significant difference between the mean responses of lecturers and

coordinators on the weaknesses of EEd in the Universities.

HO3: There is no significant difference between the mean responses of lecturers and

coordinators on the opportunities of entrepreneurship education in the

Universities.

HO4 There is no significant difference between the mean responses of lecturers and

coordinators on the strengths of entrepreneurship education in the Universities.

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CHAPTER TWO

REVIEW OF LITERATURE

This chapter reviewed related literature under the following subheadings:

conceptual framework, theoretical framework, reviews of empirical studies and summary

of literature review.

Conceptual Framework

• Concept of Management

• Concept of Strategy

• Concept of Strategic Management

• Concept of Education

• Concept of Entrepreneurship

• Concept of Entrepreneurship Education

• Concept of University

• Concept of Challenges

Theoretical Framework

� Strategic Management Theories

• SWOT Theory- (Prescott and Herko, 2010)

• Wicked Problems Theory-(Camillus, 2008)

� Theory of Entrepreneurship Education-(Kirzner’s 1997)

Review of Empirical Studies:

• Studies on Strategic Management

• Studies on University Administration

• Studies on Entrepreneurship Education

• Studies on Organizational Challenges and their Management.

• Summary of Review of Literature

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CONCEPTUAL FRAMEWORK

Concept of Management

Every functional higher education system must strive to harness its human and

non-human material resources towards the realization of its goals and objectives. In

Nigeria, the need to refocus on resource management for effective instruction at the

tertiary education level has become inevitable. Ogbonnaya (2003) argues that, the

concept of management has pluralistic connotations. Some people refer to it as a group

of people in an organization. Others see it as a process demanding the performance of a

specific function. According to Ajayi and Ayodele (2004), it is the process of using a

company’s resources in the most efficient way possible. These resources include tangible

resources such as goods and equipment, financial resources, and labour resources such as

employees.

Management as a social or interactional process, for Peretomode (1991) involves

a sequence of coordinated events – planning, organizing, coordinating and controlling or

leading – in order to use available resources to achieve a desired outcome in the fastest

and most efficient way. Ogunu and Mwadiani (2005) also sees it as the coordination of

all the resources of an organization through the process of planning, organizing, directing

and controlling in order to attain organizational objectives. Mgbekem (2004) sees it as

the guidance, leadership and control of the efforts of people toward some common

objectives.

Ibukun (1997) thus, present management as a set of activities which is primarily

concerned with planning, organizing, staffing, controlling and coordinating. It connotes a

form of human engineering crucially concerned with leadership, capacity to produce and

nourish ideas, to stimulate thought, motivate action, introduce and manage resources and

change in any sector. Resser (as cited in Babalola, 2004) opines that management is the

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utilization of physical and human resources through cooperative efforts and it is

accomplished by performing the function of planning, organizing, staffing directing and

controlling on the other hand.

It can be deduced from the above definition that, management is very germane to

any organization or institution. For this reason, Obi (2003) defined management as the

universal process of efficiently getting activities completed with and through other

people. This process involves planning, organizing, leading and controlling activities that

take place in order to accomplish objectives. Management is therefore, a universal

practice, and is also of universal importance. It is said to commence immediately two

people agree to cooperate to undertake a task. It is for this reason that Oboegbulem

(2004, p.67) posits that:

Management is inevitable in any given situation where a

piece of work has to be done, and this piece of work needs

more than one person to accomplish it. We are involved in

management behaviour when we co-operate with other

people to accomplish such objectives as erecting a

community town hall, constructing and managing schools,

churches, hospitals, vehicles and assembling plants.

The above idea clearly points out the fact that, when two or more people co-

operate to achieve a particular objective, the rudiments of management must be brought

to bear. In this regard, Oboegulem and Onwurah (2007, p.1) defines management as “the

organization and direction of persons in order to accomplish a specified end.” This

implies that, administration must exist in any organization set up for a defined purpose or

objective. It could be a church, the army, a university, an individual or business, but

there has to be administration because each one consists of human beings brought

together in a hierarchical set-up, making use of tools, equipment, human and material

resources, all in the quest to attain the objective for which the organization is established.

Thus, the bishop in the church, the commandant in the army, vice-chancellor in the

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university, the managing director or chairman of a business conglomerate, each have

under them a hierarchy of subordinates, each with functions, duties and responsibilities

assigned for the accomplishment of the objective or purpose of the organization; which

requires planning, organization, command, co-ordination, and control.

The concept of management is applicable to both public and private sector. In

this sense, it is viewed as the process whereby managers, whether in the public or private

sector of the economy get things done through other people in the organization to

achieve the goals of that organization. This also involves the coordination and integration

of all resources. It implies that impersonal relationships among managers and their

subordinate play a leading role in the effective management. The rationale is for the

attainment of the objectives or aims of an organization.

Management is thus, the creation and maintenance of an internal environment in

an enterprise where individuals working together in groups can perform efficiently and

effectively towards the attainment of group goals. In other words, management is a social

interaction process involving sequence of coordinated events such as planning,

organizing, controlling, supervision, budgeting and evaluation in order to use available

human and material resources to achieve a desired outcome in fast and most efficient

ways in the North Central States universities, which includes the management of

entrepreneurship education challenges towards ensuring that EEd objectives are achieved

in the universities.

Concept of Strategic Management

Strategy is defined as the determination of the basic long-term goals of an

enterprise, and the adoption of courses of action and the allocation of resources

necessary for carrying out these goals (Chandler, 1962). Strategies are established to set

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direction, focus effort, define or clarify the organization, and provide consistency or

guidance in response to the environment (Mintzberg, 1987).

Strategic management involves the formulation and implementation of the major

goals and initiatives taken by a company's top management on behalf of owners, based

on consideration of resources and an assessment of the internal and external

environments in which the organization competes (Nag, Hambrick, and Chen, 2007).

Strategic management is therefore, concerned primarily with responses to external issues

such as in understanding customers' needs and responding to competitive forces. Porter

(1996) identified three principles underlying strategic management as: creating a unique

and valuable position, making trade-offs by choosing “what not to do,” and creating “fit”

by aligning organizational activities to and with one another to support the chosen

strategy. He added that the role of strategic management is to identify core competencies,

and then assemble assets that will increase value added and provide a competitive

advantage. He claimed that the types of capabilities that can do this are innovation;

reputation and organizational structure. Strategic management provides overall direction

to the enterprise. It entails specifying the organization's objectives, developing policies

and plans designed to achieve these objectives, and then allocating resources to

implement the plans. Strategic management is not static in nature but dynamic. It

includes a feedback loop which monitors execution and informs the next round of action.

This study will provide a feedback to EEd policy-makers on the challenges facing EEd in

universities and how to tackle them.

Historically, strategic management started as far back as the 1970s, when a study

(i.e. Profit Impact of Marketing Strategies, PIMS) was carried out to understand the

effect of market shares on management of the organization. This effort was

complimented with the establishment of the Strategic Planning Institute in the late 1970s.

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The activities of Packard and Hewlett also added substance to the development of

strategic management. This is because, for Gary (2002), they devised an active

management style known as “Management by Walking Around’ (MBWA). By this

approach, managers spent most of their days visiting employees, customers, and

suppliers. This direct contact with key people provided them with a solid ground from

which viable strategies could be crafted. One of the most influential strategists of the

decade was Porter who introduced many new concepts including SWOT analysis.

SWOT analysis shows how a firm can use the forces to obtain a sustainable competitive

advantage.

Several scholars of management later acknowledged the importance and

significance of SWOT. For instance, Lugman (2011) also agreed that SWOT analysis

provides the foundation for realization of desired goals and can be leveraged to realize

new opportunities. Available literature also indicates that SWOT analysis is an efficient

tool for strategic management purposes as its methodology is pervasive due to its

simplicity. Stoner, Freeman and Gilbert (2005) applied SWOT analysis in their study on

the application of strategy selection of agricultural mechanization and observed that it is

very suitable for realization of maximum strengths.

Strategic management involves the related concepts of strategic planning and

strategic thinking. Strategic planning is analytical in nature and refers to formalized

procedures to produce the data and analyses used as inputs for strategic thinking, which

synthesizes the data resulting in the strategy. Strategic planning may also refer to control

mechanisms used to implement the strategy once it is determined. In other words,

strategic planning happens around the strategic thinking or strategy making activity

(Mintzberg and Quinn, 1996). Strategic management is often described as involving two

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major processes: formulation and implementation of strategy. In practice the two

processes are iterative and each provides input for the other.

One of the relevance of strategic management is that, it provides overall direction

to the enterprise and involves specifying the organization's objectives, developing

policies and plans designed to achieve these objectives, and then allocating resources to

implement the plans. Thus, academics and practicing managers have developed

numerous models and frameworks to assist in strategic decision making in the context of

complex environments and competitive dynamics (Ghemawat, 2002). Strategic

management is not static in nature; the models often include a feedback loop to monitor

execution and inform the next round of planning.

The above may imply that, strategic management would involve identification

and description of the strategies that managers can carry so as to achieve better

performance and a competitive advantage for their organization. An organization is said

to have competitive advantage if its profitability is higher than the average profitability

for all companies in its industry. It is a way in which strategists set the objectives and

proceed about attaining them. It deals with making and implementing decisions about

future direction of an organization. It helps individuals to identify the direction in which

an organization is moving. Strategic management gives a broader perspective to the

employees of an organization and thus enable them better understand how their job fits

into the entire organizational plan and how it is co-related to other organizational

members. It is nothing but the art of managing employees in a manner which maximizes

the ability of achieving business objectives. The employees become more trustworthy,

more committed and more satisfied as they can co-relate themselves very well with each

organizational task. They can understand the reaction of environmental changes on the

organization and the probable response of the organization with the help of strategic

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management. Thus the employees can judge the impact of such changes on their own job

and can effectively face the changes. The managers and employees must do appropriate

things in appropriate manner. They need to be both effective as well as efficient.

Concept of Entrepreneurship

There is no consensus on exact meaning of entrepreneurship as scholars and

practitioners have tried to define it in various ways. Entrepreneurship is the term used

broadly in connection with innovative and creative modern industrial business leaders. It

is often defined in respect to the functions of an entrepreneur as the man who perceives

business opportunities and takes advantage of the scarce resources to use them

profitably, which is why Adejimale and Olufumilayo (2009) define it as the pursuit of

opportunity without regard to resources currently controlled. It is a source of innovation

and change, and as such spurs improvements in productivity and economic

competitiveness. It is an active process of recognizing the demand in an economy and

supplying the factors of production to meet such demands in order to generate profit.

Bassey and Olu (2008) see entrepreneurship as a transforming process from an

innovative idea to an enterprise, as well as from an enterprise to creation of value.

Entrepreneurship has been discussed as the most effective economical power in the

global economics and social history.

The concept of entrepreneurship is also the process that involves the efforts of an

individual or group of individuals in identifying viable business opportunities in an

environment, obtaining and managing the resources needed to exploit the opportunities.

However, Nwachukwu (2005) defined entrepreneurs as people who have the ability to

see and evaluate business opportunities, gather the necessary resources to take advantage

of them and initiate appropriate action to ensure success. For this author,

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entrepreneurship entails the ability and willingness of an individual to seek for

investment opportunities; establish and run an enterprise successfully.

Entrepreneur as is also an individual who organizes or operates a business or

businesses (Okebukola, 2009). For Okebukola, such a person pays a certain price for a

product and resells it at an uncertain price: making decisions about obtaining and using

the resources while consequently admitting the risk of enterprise. A successful

entrepreneur therefore, have the ability to lead a business in a positive direction by

proper planning, to adapt to changing environments and understand their own strengths

and weaknesses.

It is however, common to associate the term “entrepreneur” with “small

business.” While most entrepreneurial ventures start their businesses on a low key, not

all small businesses are entrepreneurial in the strict sense of the word. Many small

businesses are sole proprietor operations consisting solely of the owner, or they have a

small number of employees, and many of these small businesses offer an existing

product, process or service, and they do not aim at growth. In contrast, entrepreneurial

ventures offer an innovative product, process or service, and the entrepreneur typically

aims to scale up the company by adding employees, seeking international sales, among

others, a process which is financed by venture capital.

One of the attributes of an entrepreneur, for Saint, Hartnett and Stassner (2003),

is their willingness and ability to convert a new idea or invention into a successful

innovation. Entrepreneurship employs what has been described as “the gale of creative

destruction” that replace in whole or in part inferior offerings across markets and

industries, simultaneously creating new products and new business models. Thus,

creative destruction is largely responsible for long-term economic growth. The idea that

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entrepreneurship leads to economic growth is an interpretation of the residual in

endogenous growth theory and as such continues to be debated in academic economics.

Generally, entrepreneurship is seen as the special qualities or attributes of the

entrepreneur which spur and sustain creative and innovative ideas and intellects for

efficient harnessing and managing of business ventures into profitability. It is a catalyst

that facilitates efficient and effective utilization of resources for improved business

profitability. Entrepreneurship embodies special knowledge and skills that spur an

entrepreneur into innovative and creative ideas that are crystallized into quick and risky

business decisions that result to sustainable profitability. These innovative, creative,

independent and self-reliant qualities are lacking in most of our university graduates,

who have become mere white-collar job seekers rather than job makers.

Concept of Education

Different countries of the world have realized the importance of education and

have also acknowledged the right of their citizens to education. This fact is underscored

by Article 13 of the United Nations in 1966 International Covenant on Economic, Social

and Cultural Rights, which expressed a firm stand on the right of everyone to education

(Mando, 2015). This implies that, all groups of people in different political systems have

the right to be educated. It also underscores the inevitability and universality of

education in any society.

Education is defined as the process of acquiring knowledge, special skills and

experiences by an individual for effective conquering and adaptation to his environment.

Thus, entrepreneurship education seeks to provide students with the knowledge, skills

and motivation to encourage entrepreneurial success in a variety of settings. Variations

of entrepreneurial education are offered at all levels of schooling from primary or

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secondary schools through the university. It can provide new division and it can make

good students for the world (Brown, 2003).

Education is power and is a process of acquiring knowledge and ideas that shape

and condition man’s attitude actions and achievements; it is a process of developing a

child’s moral, physical, emotional and intellectual power for his contribution in social

reform; it is the process of mastering the laws of nature (i.e. science) and for utilizing

them effectively for the welfare of the individual and for social reconstruction; it is the

art of the utilization of knowledge for complete living. In fact, education amounts to

modifying the behaviour of an individual, making him functional for the socio-economic

and political advancement of the society (Mando and Akaan, 2013).

Akpakwu (2008, p.1) sees education as the transmission of the relevant

knowledge into the learner. Such knowledge is to enable him to effectively adjust to his

environment and live a useful life. It will also enable him to be able to use the relevant

knowledge acquired to make the necessary contributions to their community and society,

as a whole. The role of education in the transformation of the society cannot be

overemphasized. This is because; it is the pivot for the technological social and

economic development of nay country. This means that education enables the learners to

understand the environment in which they live in, and also appreciate the nature and

dynamics of the society. This enables the individual to interact effectively with their

environment and also try to influence the prevailing conditions around them.

In fact, the importance of education in human society cannot be overemphasized.

This is because; education leads to the acquisition of knowledge, skills, values, habits

and beliefs by a group of people; and this is transferred from one generation to another.

It modifies the contour of individual’s intellectuality thus making him functional and

useful to the entire society. Education is also understood as a means of overcoming

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handicaps, achieving greater equality, and acquiring wealth and status for all (Robert and

Scott, 1997).

Education is person-centered. This means the individual that acquires it stands

the chance of reaping the benefits it affords (Mando, 2015). Thus, Ogbonnaya (2003)

notes that, education could be perceived as consumption and investment. It is

consumption in that it gives immediate satisfaction to the recipients or to others such as

parents. Education is also seen as consumption since it is not an activity that brings about

economic gains.

As an investment, education is seen as a set of activities, which develop human

potential, as it leads to the acquisition of skills and abilities that can be measured in

economic terms, even as it changes or moulds the personality of the educated. Education

could be formal or informal. Formal education takes place under an organized

environment, structured into classes with students learning together under the guidance

of trained and qualified teachers. The knowledge given to students is based on the needs

of the society which are developed into school curriculum which in turn states the

methods of assessing students and measuring their successes (Mando, 2015).

On the other hand, informal education occurs at home, when the parents try to

give instructions to their children, making them know the difference between right and

wrong. Sometimes, the children learn through imitation and through watching the

activities of adults. Informal education takes place outside educational establishments,

does not follow a specified curriculum, but rather occurs accidentally, sporadically in the

process of shared relationships and interactions among members of the society.

Entrepreneurship courses at universities have taught the topic traditionally

focusing on the development of students’ knowledge about entrepreneurship. In recent

years, researchers have suggested a more action-based education (Rasmussen and

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Sørheim 2006), encouraging students to generate experience in entrepreneurship in order

to develop their skills and abilities. While an action-based perspective on entrepreneurial

education emphasizes “learning through entrepreneurship” rather than “learning about

entrepreneurship,” there is a need to bridge theories concerned with informal

entrepreneurial learning and more formalized education-based learning theories

(Akintunde, 2004). This leads to questions regarding how educational design for

entrepreneurial learning can be created and implemented given that an understanding of

the key components of how design and delivery contributes to learning, as well as how

learning outcomes are accessed and communicated for both educational and more “real-

world” purposes are vital. An education emphasizing “real” entrepreneurial action needs

a context within which this action can be realized. On may want to ask: in what way do

the structures and organizations in and around an education influence the potential for

entrepreneurial action, and as a consequence, how do they influence the possibility for

students to develop their entrepreneurial skills and abilities? This study will verify if and

how pedagogical issues constitute a challenge to EEd.

Entrepreneurship education has shown a trend towards an emphasis on business

and financial planning (Ayodele, 2006). However, some have questioned the efficiency

of this pedagogical approach, arguing that it is insufficient in delivering the knowledge

for how to act entrepreneurially in general, and more specifically, how to create new

firms (Honig, 2004).

Education for entrepreneurship consists of three ingredients, namely, creativity

(creating all kinds of ideas); innovation (finding value in selected ideas); and

entrepreneurship (developing a business from the innovative idea) (The Continental

Global Business Summit, 2008). Vincett and Farlow (2008) shared a similar view when

they states that innovative educational methods are needed to develop the entrepreneurial

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spirit and talents that are necessary to function effectively in an environment of strong

market forces and complex people issues. They added that for entrepreneurship

education to be most useful, it must address and develop in students, the skills necessary

as an entrepreneur. In a similar vein, Suleiman (2010) contends that, entrepreneurship

training is designed to teach an individual the skills and knowledge they need in order to

embark on a new business venture. It is a lifelong learning process, starting as early as

elementary school and progressing through all levels of education, including adult

education. The standards and supporting performance indicators provides a framework

for teachers to use in building appropriate objective learning activities, and assessment

for their target audience.

Concept of Entrepreneurship Education

Entrepreneurship education provides numerous experiences to students for life

and world of work. UNESCO (2008) stated that entrepreneurship education is made up

of all kinds of experiences that give students the ability and vision of how to access and

transform opportunities of different kinds. It goes beyond business creation to increasing

their ability to anticipate and respond to societal changes. It is a sort of education and

training which allows students to develop and use their creativity and to take initiatives,

responsibility and risks. According to Lee and Wong (2005), entrepreneurship education

is a catalyst for economic development and job creation in any society.

The Commission Communication (2006) defined entrepreneurship education as

the individual ability to turn ideas into action. This shows that entrepreneurship

education by scope, nature and characteristics can rebrand the educational culture and

guarantee a comprehensive educational system that can re-engineer the Nigerian

educational system and thus, equip students with requisite skills and capacities needed in

the world of work. Entrepreneurship education is therefore, structured to offer functional

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education to the youths that will enable them to be self-employed and self-reliant;

provide the young graduates adequate training that will enable them to be creative and

innovative in identifying novel business opportunities; serve as a catalyst for economic

growth and development; offer tertiary institution graduates with adequate training in

risk management; create employment opportunities; provide the young graduates with

enough training and support that will enable them to establish a career in small and

medium-sized businesses; and inculcate the spirit of perseverance in the youths and

adults which will enable them to persist in any business venture they embark upon

(Adegbite, 2007).

In a similar vein, Vesper and McMullan (1997) as well as Luthje and Franke

2002) have all shown that, EEd is crucial in facilitating graduate ‘start-ups’ and business

growth. In addition, EEd in Massachusetts University has been cited as a vital factor in

making over 80% of alumni created companies to survive (National Agency for

Enterprise and Construction, 2004; Osuala, 2009). Thus, the importance of EEd in

Massachusetts Institute of Technology (MIT) Stanford University; and other universities

like University of Victoria, Canada; Babson College; and Harvard University has been

for the fact that their EEd pedagogy seem to contribute to the survival of over 80% the

numerous businesses established by the alumni. In some other universities EEd has been

mentioned as one of the factors that make alumni establish successful companies.

Nevertheless, there are contradictory observations regarding the positive contributions of

EEd. Gorman, Hanlon and King (1997), Luthje and Franke (2002) have observed that

EEd in universities may not necessarily yield positive contributions.

It is obvious that EEd has different outcomes in different countries, the reason for

this as noted in the report by National Agency for Enterprise Construction (2004), is

probably due to differences in the pedagogies used in EEd delivery across countries. The

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report isolated some pedagogies used in most universities in the US and Canada, which

have been identified as effective in delivering EEd. The universities that use those

pedagogies were adjudged best practice universities and this categorization was

supported by the rankings of national and international ranking systems such as

entrepreneurship rankings from the Financial Times, US News, Business Week,

Entrepreneur Magazine, Success Magazine, and Entrepreneuer.com for universities in

the United States, and the Report of a National Study for Entrepreneurship in Canada for

Canadian universities (National Agency for Enterprise and Construction, 2003). This

will determine the administrative challenges facing EEd in the universities under study.

Entrepreneurship Education in Nigeria

The Nigerian educational system, with its colonial heritage does not have much

consideration for entrepreneurship. According to Mgbekem (2004), emphasis was

placed on producing clerical and administrative officers, teachers, clergy and other

liberal arts graduates who would facilitate the westernization process. Consequently, as

Mando and Akaan (2013) argue, it became difficult for graduates in Nigeria to acquire

the requisite technical, vocational or entrepreneurial skills for development; since the

education system bequeathed to the people by the colonialists was theoretically-oriented

and was not in the best interest of the developmental needs of the indigenous society.

Even after independence, the post-independence governments did not do much to

restructure the educational curricular from the primary, to tertiary stage. Liberal arts,

through rote learning, dominated the educational system. Akpomi (2009) noted that the

Nigerian educational institutions, neither remained factories for producing white-collar

jobbers with no special profession and entrepreneurial skills were not envisaged in the

educational system. Stacy (2006) also argued that in many ways the education offered to

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students was not suitable for active and experimental learning styles needed for future

entrepreneurs.

Apparently worried by the soaring unemployment rate, declining per capita

income, youth’s restiveness in various parts of the country, the Federal government

directed ‘all higher education institutions in the country to run entrepreneurship studies

programme as a compulsory course for all students irrespective of their disciplines with

effect from 2007/2008 academic session (Bangura, 1994). By this, government aims at

producing opportunity or knowledge-based entrepreneurs who are expected to be critical

growth drivers of the economy. However, some universities seem to be implementing it

with a modicum of seriousness. Anyambele (2004) study on entrepreneurship in the

country’s tertiary institutions portray that the universities are faced with a lot of

challenges which if not identified and tackled may deter the achievement of EEd

objectives in Nigerian tertiary institutions.

Entrepreneurship education is a challenge for developing countries since the

content and learning experiences are yet to be fully integrated into the curriculum in

institutions of higher learning. In some countries, these new initiatives are still grappling

to gain political and economic support. But the growing demand and popularity of

entrepreneurship education in recent years has led to the establishment of special centres

in universities for the delivering of specific curriculum instructions on entrepreneurship

and other innovative subjects in new venture creation, enterprise development and

capacity building. The European Commission (2008) indicated that higher education

institutions should have a strategy of action plan for teaching and research in

entrepreneurship, and for new ventures creation and spin-off. The real essence of

entrepreneurship education is to ensure the improvement of educational quality by

equipping the young ones with basic skills that will make them functional and productive

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in the society. This challenge is in line with UNESCO’s(2005) position on the role of

higher education in improving educational quality. UNESCO made reference to the

Dakar Framework for action which gave new impetus to the promotion of quality of

education by designating one of the six EFA goals as: “improving all aspects of the

quality of education and ensuring excellence of all so that recognized and measurable

learning outcomes are achieved by all, especially in literacy, numeracy and essential life

skills.”

Similarly, emphasis on entrepreneurship education will strengthen the goals of

tertiary education in Nigeria as listed in FRN (2004:59). It is obvious from the goals that

the universities as centres of learning have always been places where skills and

knowledge are inculcated for the world work. Bridges, Juceviciene, Jucevicius,

McLaughlin, and Stankeviciute (2007), strongly stated that universities and societies

across the world are consulted in the expansion of their central aims and purposes to be

able to accept the challenge of development in the society in which it is located. This

change of direction has much implication for the curricula, instructional procedures and

on students as a whole. The authors state further that universities are increasingly

expected not mostly to respond to these changes but to drive economic and social

development in the new environment, contributing to business competitiveness and

innovation through knowledge transfer, research-based business start-ups, demand-led

education and training, the development of the learning society and the contribution of

higher level skills to knowledge economy. At the same time, the universities struggle to

meet up with its traditional roles in the formation of an intellectual leadership, the

education of a democratic citizenry or the cultivation of a wise and highly skilled

community.

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In establishing the conceptual link between higher education, and economic

growth in Africa, Abraham and Nwogu (2009), indicated that in a knowledge economy,

tertiary education can help economies keep up or catch up with more technologically

advanced societies. Higher education graduates are likely to be more aware of and better

able to use new technologies. They are also more likely to develop new tools and skills

themselves. Therefore, their knowledge can also improve the skills and understanding of

non-graduate co-workers, while the greater confidence and know-how inculcated by

advanced schooling may generate entrepreneurship, with positive effects on job creation.

Tertiary education can also have direct benefits to the society by producing well-trained

teachers; and this can enhance the quality of primary and secondary education systems

and give secondary graduates greater opportunities for economic advancement. All these

are essential characteristics of entrepreneurship education.

Equally, European Commission (2006) emphasized that higher education is a

determinant of income and can produce public and private benefits. It can create greater

tax revenue, increase savings and investment and lead to a more entrepreneurial and

civic society. It can as well improve a nation’s health, contribute to reduced population

growth, improve technology, and strengthen governance. A typical example of the public

benefit of higher education to a country’s economy as observed by the author is India’s

leap into the world economic stage which is inextricably linked to its decade-long

successful efforts to provide high-quality and technologically-oriented tertiary education

to a significant number of its citizenry.

Concept of University

A university is an institution of higher education and research which grants

academic degrees in varieties of subjects and provides both undergraduate and

postgraduates education. The word “university” is derived from the Latin word,

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univasitas magistrorum etscholrium, which roughly means “community of teachers and

scholars” (Harper, 2015). The original Latin word “univasitas” refers in general to “a

number of person associated into one body, a society, company, community, guild, and

cooperation among others” (Enaohwo, 2009). At the time of emergence of urban town

life and medieval guilds, a specialized association of students and teachers with

collective legal rights usually guaranteed by charters issued by princes, prelates, or town

in which there were located “came to be denominated by this general term. Like others,

they were self-regulating and determined the qualifications of their members (Ike,

1976), and therefore the original Latin word referred to it as degree–granting institution

of learning in Western and Central Europe, where the institution speed across the world.

Concept of Challenges

Challenge is perceived as a task or situation to exceed ones capability or comfort

zone or capacity. It triggers positive actions and leads to trepidations of fear and doubts;

and calls for competition. In this context it implies those factors, problems or difficulties

militating against effective implementation of EEd in universities. The federal

government directive for immediate introduction of entrepreneurship education in all

tertiary institutions in the country, including the universities has not only aggravated

numerous challenges confronting the country’s ivory towers, but has also created new

ones.

Nigerian Universities lacks sufficient manpower for effective teaching and

learning of entrepreneurship education in the country. Evidently, Nkpa (2005) noted that,

the available teachers were drafted from the existing faculties and have not got additional

skills to cope with the challenges of the new curriculum. Since one cannot give what one

does not have, the expected products of the new entrepreneurship education may not

perform any miracles if they are left to be continually tutored by the same general

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education lecturers. Chiaha, Agu and Ikeme (2013) noted that traditional models of

education (basic pedagogoy used in Nigerian universities for EEd delivery fall short in

their ability to link the knowledge and concepts covered in the classroom to the skills and

practice of entrepreneurship.

Entrepreneurship education requires improved infrastructure. However, the

present condition of infrastructure in Nigerian universities has posed a challenge.

Ogunkunle (2009) have noted that, the state of infrastructure in Nigerian university

system is, to say the least, embarrassing. Apart from those specific to universities as

Academic Staff Union of Universities, has argued in several negotiations with the

Federal Government, infrastructures like, electricity, roads and telecommunications

network, generally, when steadily available, would enable entrepreneurs to access

resources and markets unencumbered by spatial-temporal limitations. Yet these

infrastructures and other facilities including school plants, equipment, buildings,

furniture such as table, chairs which enables workers to perform their work effectively

are grossly inadequate in Nigerian schools.

Education is a continuous process, but the introduction of entrepreneurship

education in the universities without first doing so at the secondary and primary levels

has brought the new curriculum to question. Entrepreneurship education should have

commenced at the lower levels before moving to the tertiary level, so that their products,

skills and experiences should form the fulcrum of the university entrepreneurship

education. However, the government directive for immediate commencement of the

programme is appreciated as it underscores the importance attached to EEd (Obeleagu-

Nzelibe and Moruku, 2010). There should have been provisions for a pilot scheme in

some selected faculties of selected universities before full scale implementation country

wide. Though immediate commencement of entrepreneurship education in all tertiary

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institutions was directed, there seem to be inadequate and no special funds to universities

for its implementation in lieu of the new responsibilities assigned to them (Onyeachu

2006). New classroom blocks, workshops, laboratories, books, academic journals,

lecturers, computers, among other materials required are also in short supply.

Another challenge to entrepreneurial education is pedagogy and the type of

education offered in Nigerian universities which still does not reflect current

employment needs and places the emphasis on the contents and acquisition of knowledge

rather than on skills and practice (Ikeme, 2007). The universities are still besieged with

the challenge of unavailability of appropriate infrastructure and equipment for EEd.

Nwachukwu (2005) reinstates this that, entrepreneurial centres are supposed to be active

business centres where ideas are generated and shared among the participants. The

centres cannot be fully functional when the support staff and equipment are lacking. It is

still the usual business in universities as lectures are carried out using traditional teaching

methodologies, same curricular content-based, memorizing and examination to crown it

all. Qualified entrepreneur lecturers with adequate experience in business and

entrepreneurship skills are lacking as well.

Still on the constraints to the implementation of entrepreneurial education in

universities, Ugwoke, Basake, Daria, and Chukwum, (2013) observed that, as crucial as

the centres are, it is sad to note that not many staff, students or members of the public are

aware of its existence or its services. This assertion is based on the low patronage the

centre receives at the moment. The environment which can permit easy start-up of small

businesses is inclement. University-industry partnership is rather feeble as industry is

suspicious of the quality of graduates from the university system and the quality and

relevance of university-based research. Such weak relationship stands as a challenge for

the success of the entrepreneurial education programme.

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Additionally, that at the start of the creation process, it is common for

entrepreneurs to use their reference groups as points of access to new social networks

(Mariotti, 2006). This informal learning process is based on skills that have to be

developed throughout people’s education, in order to ensure the growth and

consolidation of the business, overtime.

Other challenges involve high cost of doing business in Nigeria as a result of lack

of adequate electricity and basic needs by a large amount of the population especially

university students stifle entrepreneurial activity. Getting venture capital to finance

entrepreneurial endeavour is very difficult because of the political and economic

instability (Osuala, 2009). Likewise, Nwosu and Ohia (2009) observed that, inconsistent

government policies, and poor infrastructures have not provided a solid ground for the

teaching of entrepreneurial education in Nigerian universities. This programme will be

more relevant if the curriculum content is fashioned to suit the specific peculiarities of

the society.

On the other hand, Ajiyeoba (2006) warned that those involved in teaching

entrepreneurship should do so based on accurate data. Data should be used to support

any message. Effective and result-oriented decisions are based on data analyses and

correct information. There is also lack of reliable sources of power support, and lack of

access to ICT resources like computers and software.

There have been diverse discussions on the various strategies in place for the

implementation of entrepreneurial education in Nigeria universities by the stakeholders

in the business of education for instance; Okebukola (2011) has this to say on some of

the ten small business secrets of Aliko Dangote that in the journey of entrepreneurship,

tenacity of purpose is supreme. Likewise, enhancing entrepreneurial skills in Nigerian

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higher education youths is to ensure that they articulate their investment proposal

(Oyeoku, 2010).

Concept of Challenges: PSE PROVIDE

Fig 2: Conceptual Framework Schema

Challenges facing EEd in universities- The Fish bone Concept

As shown in the schema, the researcher’s fish bone theory posits that EEd

inculcates knowledge, skills and attitudes to students (fish tail) to enable them become

self-reliant, but the challenges facing EEd grouped into pedagogical and administrative

challenges (small arrows) prevent graduates from being employed (self and paid).

Through the use of the TWOS analysis (threats, weaknesses, opportunities and strengths)

of EEd(big arrows), the researcher argues that the challenges of EEd could be resolved

thereby making university graduate employable. The thesis of this study through the

application of fish bone theory is therefore to identify the EEd challenges and their

SWOT

analysis

Entrepreneurship Education

University

Graduate

Employment

Opportuniti

es &

Threats

Pedagogical

Challenges

Challenges

Administra

tive

Challenges

Strengths

&

Weaknesses

EEd:

Requisite-

Knowledge&

acquisition of

Skills

&Attitude

Acquisition

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TWOS in order to find a means of tackling the EEd challenges to ensure university

graduates’ employability.

From the fish bone theory, there are two major challenges confronting the

strategic management of entrepreneurship education in the Universities, namely

pedagogical and administrative challenges. Thus, the researcher considers the internal

weaknesses of entrepreneurship education to be rooted in both pedagogical and

administrative concerns. In that regard, such internal weaknesses of EEd might include

insufficiency of equipped entrepreneurship centers, lack of exposure to practical, lack of

capital to finance acquired skills, lack of involvement of staff in the practical aspect of

EED programme, lack of workshops for the teaching of EED practical programme, and

lack of interest from students among others.

Overall, the fish bone theory is a model that assesses what Universities can and

cannot do regarding entrepreneurship education as well as the potential opportunities and

threats. The fish bone theory is informed by the method of TWOS analysis in order to

take information from an environmental analysis and separate it into internal (strengths

and weaknesses) and external issues (opportunities and threats) about EEd. Once this is

completed, the fish bone theory argues that with the aid of TWOS analysis, the

Universities can then determine what may assist them in accomplishing the objectives of

entrepreneurship education, and what obstacles must be overcome or minimized to

achieve desired results.

Theoretical Framework

This study is anchored on the following theories;

Strategic Management Theories:

o TWOS Theory- Prescott and Herko (2010)

o Wicked Problems Theory- Camillus (2008) and

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Theory of Entrepreneurship Education -Kirzner (1997)

Strategic Management Theories:

The TWOS Theory-Prescott and Herko (2010)

In 2010 Prescott and Herko developed a theory called SWOT which means

Threats, Weaknesses, Opportunities and Strengths. This theory assumes that the analysis of

a firm’s threats and weaknesses, opportunities and strengths is often an open-ended and

non-rigorous process in which unchallenged strengths are matched with non-existent

opportunities. The TWOS analysis is a framework for identifying and analyzing the internal

and external factors that can have an impact on the viability of entrepreneurship education.

\ The TWOS analysis framework is an example of the new trend in “nested” analyses

in that it adopts the analytical techniques, such as PESTLE and the Delphi method that

gathers information from smart, well-trained experts to create a forecast of opportunities

and threats facing an organization and to develop a list of the organization’s strengths and

weaknesses.

The four elements of TWOS analysis theory are often matched as follows- Threats

confronting Strengths- Threats confronting Weaknesses-Opportunities facing Strengths and

Opportunities facing Weaknesses (TS, TW, OS, OW), so as to determine if the organization

needs to shore up key weakness or has the right strength to take advantage of the

opportunities to tackle the threats.

In the TWOS analysis theory, the Threats are elements in the environment that could

pose challenges to entrepreneurship education. Weaknesses are the characteristics that place

entrepreneurship education at a disadvantage relative to others while Opportunities are

elements that entrepreneurship education could exploit to its advantage. On the other hand,

Strengths are the characteristics of entrepreneurship education that give it an advantage over

other means of livelihood.

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The identification of TWOS of entrepreneurship education is important in that they

can inform later steps in planning to achieve the objectives of EEd in Nigerian Universities.

However, the TWOS theory might also enable policy makers to consider whether the

objective of EEd is attainable. If the objective is not attainable, they must select a different

objective and repeat the process.

The TWOS analysis theory is thus relevant to this study in that it would enable the

researcher to ask and answer questions that generate meaningful information about the

strategic management of entrepreneurship education using each category (threats,

weaknesses, opportunities, and strengths) in order to make the analysis useful and find their

competitive advantage in the Universities in North Central states of Nigeria. Thus, this

study is anchored on the TWOS analysis theory.

Wicked Problems Theory- (Camillus, 2008)

The wicked problems theory propounded by Camillus, (2008) assumes that the

bulk of analyses a manager will conduct is in the range of “Ordinary” management

questions. That is, a manager will be able to draw on the experiences of consultants or

senior managers to craft neat “business school solutions” in order to resolve the issues.

Some issues, due to their complexity; solvability or their inter-relatedness with other

difficult issues, define easy categorization or explanation while the wicked ones are those

difficult to categorize and clarify. This theory assumes that as easy problems are solved,

elegant solutions to wicked ones surface. This study is framed on this theory in that efforts

will be made to identify the “wicked problems” in terms of the challenges facing EEd in

universities as they constitute the problems that the administrators find difficult to

categorize and clarify thus requiring experts’ opinion. This study will not endeavour to

solve the problems but will identify how to solve them through the use of experts.

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Theory of Entrepreneurship Education-(Kirzner, 1997)

The theory of entrepreneurship education as propounded by Kirzner (1997)

assumes that entrepreneurial competency developed through entrepreneurship education

is increasingly in demand from policy-makers and practitioners. With high expectations

placed on entrepreneurship education to improve students’ skills and abilities, new

venture creation and research commercialization is expected to be abound, thereby

reducing youth unemployment. Consequently, Kirzner’s theory of entrepreneurship

education comes on mark as it perceives entrepreneurship as a process of discovery and

spontaneous knowledge.

In this theory, the nexus between entrepreneurship competencies and exploitation

is summarized by EEd in three perspectives. The economic perspective assumes that the

entrepreneur needs capital, innovation, resources and has to make decisions regarding

them. EEd is therefore expected to ensure that the entrepreneur (the student) is armed

with all these needs to achieve expected results. The management perspective assumes

that entrepreneur (the student) should be exposed to opportunities without regard to

resources available, identifying, assembling, implementing them to harvest rewards.

Also according to the theory, the change perspective assumes that EEd is about

change and change processes including taking risks (venturing into a novel area after a

good forecast). This study investigates the challenges of EEd in line with the three

perspectives with respect to challenges facing students’ acquisition of skills and abilities

in new venture creation and research commercialization, especially in the area of the

entrepreneur needs of capital, innovation, resources and making decisions regarding

them. The study will also look into the issues of how students are exposed to pursue

opportunities without regard to resources available, challenges confronting identification,

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assembling, implementing the opportunities. In other words the study will survey the

pedagogical and managerial challenges of EEd in the universities studied.

Review of Empirical Studies:

In this section, available literature on various studies conducted on some aspects

of the present study was reviewed. The review focused on:

• Studies on Strategic Management

• Studies on university administration

• Studies on entrepreneurship education

• Studies on organizational challenges implementation challenges

Studies in Strategic Management and TWOS Analysis:

Helms and Nixon (2010) carried out a study on “Exploring SWOT Analysis –

where are we now: A review of academic research from the last decade.” The purpose of

the study was to examine the use of the strategic management tool, Strengths-

Weaknesses-Opportunities-Threats or SWOT analysis, and to assess how the

methodology has been used as well as changes to the methodology. They interviewed

234 respondents who participated in the study. The findings both for and against SWOT

analysis lead to a balanced view of the technique as well as yielded ideas needed for

theory building.

The currents study will also make use of the strategic management tool,

Strengths-Weaknesses-Opportunities-Threats or SWOT analysis, and to assess

challenges facing EEd in universities North Central state of Nigeria, but not as an

appraisal but recommendation for adoption.

Onu, Chiaha and Ugwoke (2013) investigated the strategic management of

climate change challenges to crop and livestock productions in Southern Nigeria. The

purpose of the study was to investigate strategic management of climate change

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challenges to crop and livestock production in Southern Nigeria which was being

threatened by climate change effects/challenges. The study used a descriptive survey

research design, a total of 610 respondents made up of 266 registered crop farmers, 266

livestock farmers and 78 agricultural extension agents selected by multistage sampling

technique. A questionnaire and focus group discussion guide were used as instruments

for data collection. Data were analyzed using the means, standard deviation and t-test

statistics. The study revealed the Weaknesses and Threats; Strengths and Opportunities

(using SWOT analysis) of climate change challenges to crop and livestock productions.

It was found among others that: death and low yield of crops and livestock were due to

drought and heat stress are Weaknesses and Threats while the Strengths and

Opportunities include, adoption of species or varieties of crops and breeds of animals

that are resistant to drought and heat stress as well as government intervention

The current study will toe the line of the previous one in that it will make use of

descriptive survey design, SWOT analysis, questionnaire and guide as instruments for

data collection. Again data collected would be analyzed using the means, standard

deviation and t-test statistics. However unlike this study the current one is focusing

human resources who are the managers of the Nigerian universities.

Madumere-Obike and Abraham (2008) undertook meta-analytic study of

literature review relating to how SWOT analysis can inform the production of learning

objectives and autonomous study. Because an autonomous study equates with self-

directed learning, Strengths weaknesses, opportunities and threats (SWOT) analysis was

part of this autonomous study process. This literature review is the first part of a project

to evaluate the SWOT analysis and autonomous study in midwifery education. The

review was systematic in its search, appraisal and synthesis. Thirteen key words/ term

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were generated by brain storming and entered into ten databases. 5168 ‘hits’ were

obtained. These were refined and 34 papers were included in the review.

Findings were presented in three ways: a table, a narrative description under

themes and a model to show the relationships between the student, teacher, product and

process of education. The table gives the basic descriptive data relating to the papers

included in the review. The five themes generated were: readiness for self-directed

learning using SWOT analysis, self-directed learning, evidence-based (education)

practice and lifelong learning. It was found that there are many papers on self-directed

learning and lifelong learning in health education field. These papers came from many

professions and disciplines and from many different countries. Few of these papers have

considered the use of SWOT analysis as part of the process of autonomous study or self-

directed learning. Also, very little research focus on using SWOT analysis as a part of a

process and this could be accomplished through analysis of completed SWOT papers and

portfolios and through qualitative research, possibly using focus groups or group

interviews with the students who have used SWOT analysis. The study concludes that

there is limited evidence relating to the use of SWOT analysis in autonomous study (or

self-directed learning). What evidence in this area suggests is that readiness for self-

directed learning is an important factor in its success and can be measured and that there

may be a link between self-directed learning readiness and maturity. SWOT analysis is

one way to help students prepare for self directed learning, although the evidence is weak

as to its effectiveness.

Zhang and Goel (2011) using SWOT analysis, tried to find out if e-learning is for

everybody and the internal and external framework of e-learning initiatives. They used

280 students selected from a pool of business studies students of e-learning technologies

for the survey study. They formulated and tested eight hypotheses using non parametric

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analysis to compare the median of the constructs. They found that e-learning is not for

everybody and that the relationship between general student’s attitude towards IT and

satisfaction with the institution is negative. This implies that students’ satisfaction with

the institution will decrease with the provision of e-learning.

The above study used SWOT analysis to test students’ interest while the present

study is suggesting SWOT for improvement. Rehman and Khan (2012) carried out a

study on recent research on team and organizational metrics for global software

development: a system literature review protocol. The main purpose of the study was to

identify the strengths and weaknesses that could assist vendor organization in choosing

appropriate software quality metrics used for measuring software quality system. They

used meta-analysis to review 103 papers published between 2000 and 2005. Four

research questions were posed and analyzed using non parametric analysis. The finding

revealed eight and twelve strengths and weaknesses respectively.

The current study will make use of SWOT analysis in identifying the challenges

facing EEd and how to tackle them; it will employ the use of non-parametric measures of

mean in analyzing the data collected.

Studies on University Administration

Mohammed, Chowdhury and Zahurul (2011) conducted a research on the

management of education in higher learning institutions in Bangladesh: Identifying and

overcoming barriers to quality. This paper aimed to investigate the factors affecting

quality education in colleges and universities offering higher business and management

education in Bangladesh and to suggest measures to remove the barriers to developing

quality education. Survey data were collected from 210 faculties and 1334 students to

capture information relating to the research objectives. The study also used secondary

data for this purpose. The findings indicated that based on the extent to which the de-

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politicization of education system was established and enforced, moratorium was

declared on students, and teachers’ active participation in politics, financial support was

provided, research and training to faculties for publications and professional

development were provided, a positive environment, for the development of quality

education, seem to have emerged. The limitations were that it did not concentrate on a

particular university type and did not include a region comprising many institutions of

higher learning. The study suggests future research in this direction.

The finding of this study is relevant to the present study based on its efforts to

remove the barriers to developing quality education. The difference is that the present is

focusing on entrepreneurship and in North Central Nigeria, whilst the previous is in the

management of education in higher learning institutions in Bangladesh.

Kaegon and Nwogu (2012) examined the role of entrepreneurship education in

Nigerian Universities towards the reduction of unemployment in Nigeria. The study

focused on the roles of entrepreneurship for self-employment, the benefits, challenges

and strategies. The descriptive survey design was adopted and purposive random

sampling technique used in selecting the study sample of 1200 Nigerian university

undergraduates from a population of 12,800 from the three universities in Rivers State.

The instrument was entitled “entrepreneurship education in Nigeria Universities

questionnaire (EENUQ). Results from data analysis showed that entrepreneurship

education is greatly needed among Nigerian University undergraduates as a panacea for

unemployment. Also, the finding revealed the important roles, many challenges and

various strategies that will enhance entrepreneurship education in Nigerian universities.

The above study is relevant to the present study as it stress the place of

universities in inculcating the right entrepreneurship education to the citizens for better

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living for self and society. But the present study would take a step further by suggesting

viable technique for achieving a nationwide entrepreneurship education

Duze (2012) carried out a study on managing role conflict among university

administrators in Nigeria. The purpose of this study was to find out the types, causes, and

management of role conflict between university professional and academic

administrators that may become destructive. The administrators were the Vice-

Chancellors, Deputy Vice-Chancellors, Registrars, Librarians, Bursars, Heads of

Departments, Deans of Faculties and Postgraduate Schools, Directors of Programmes

and Services, and Provosts of Colleges. A sample of eight universities selected through

stratified random sampling was used for the study. This comprised three State, two

Federal, and three Private universities. The ex post facto research design was employed.

Three research questions were raised and answered. A structured questionnaire was used

to collect data and the data were analyzed using the Pearson’s Product Moment

Correlation. The study identified the most common types and causes of role conflict

between academic and professional administrators and determined appropriate

management strategies to minimize, resolve and avoid them in Nigeria Universities.

Recommendations were made to maintain peace and harmony among all Nigeria

University administrators for effective University administration. The findings of this

study reveal that conflict occurs among universities administrators and the academia

mostly in funding academic programmes.

The current study will determine the extent to which funding is a challenge to the

implementation of entrepreneurship education in universities in North Central State of

Nigeria, while using the SWOT analysis.

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Studies on Entrepreneurship Education

Bassey and Olu (2008) investigated tertiary entrepreneurship education and

graduate self-employment potentials in Nigeria. The main purpose of this study was to

determine how university students’ perceptions of tertiary institutions’ education relate

to graduate self-employment potential in Akwa Ibom and Cross River States in Nigeria.

Eight hypotheses were formulated to guide the study. The Tertiary Entrepreneurship

Education and Graduate Self-Employment Potential Questionnaire was developed,

validated and administered to six hundred and ninety (690) students who assessed the

provision of tertiary entrepreneurship education in the two states. The sample was drawn

using stratified random sampling techniques from the three universities in the states. The

data obtained were analyzed using population t-test, Pearson’s product moment

correlation and multiple regression analyses. The major findings of this study showed

that there was significant relationship between students’ perception of university

administration’s provision for tertiary entrepreneurship education, curriculum objectives

for tertiary entrepreneurship education, quality and quantity of tertiary entrepreneurship

education instructors and students’ entrepreneurial traits and graduate self-employment

potential. It was concluded that the students’ perception varies on graduate self-

employment potentials. The study among other things, pose the problem which may

require SWOT as a possible way out.

Ogundele, Akingbade and Akinlabi (2012) conducted a study on

entrepreneurship training and education as strategic tools for poverty alleviation in

Nigeria. The main objective of the study was to investigate the intensity of

entrepreneurship training and education as strategic tools for poverty alleviation in

Nigeria. Using a stratified random sampling technique, 250 entrepreneurs and

apprenticeships from five recognized local government areas in Lagos state, South

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Western Nigeria were selected as respondents. Data were gathered through a self-

monitored questionnaire survey. Simple regression analysis was used to test the

relationship between the entrepreneurship training and education and poverty alleviation.

Two hypotheses were postulated to determine the relationship between technical skill

and youth empowerment and between personal entrepreneurial skill and social welfare

services. This study confirmed that entrepreneurship training and education are

significantly related to the youth empowerment and social welfare services. Findings

revealed that youth empowerment are influenced by their acquired technical skill. This

skill have been handed over to Nigerian universities but unveiling how far they have

managed this responsibility is in part, the reason for the present study

Ekankumo and Kemebaradikumo (2011) carried a study on entrepreneurship and

entrepreneurial education (EE) as strategy for sustainable development. The aim of this

paper was to x-ray, theoretically and empirically, how entrepreneurship can be

encouraged among Nigerian youths while encouraging entrepreneurship education

among Nigerian Varsities to develop the minds of these youths. The study adopted an

empirical approach where 300 small scale entrepreneurs and 300 students were surveyed

using simple random sampling technique. It was therefore discovered that the majority of

youths vices like kidnapping, militancy, unemployment, poverty etc can greatly be

reduced by engaging youths in entrepreneurship ventures. Among other things, it was

recommended that government should mobilize competent entrepreneurship personnel to

move round schools and communities using both formal and informal approaches to train

and retrain youths and adults, literates and illiterates, employed and unemployed.

The study focused entrepreneurship education as a strategy for sustainable

development which is also portray in this present study; but this study further seek better

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ways of achieving the entrepreneurship education in universities in North Central states

Nigeria through strategic management technique.

Hsiao, Chen, Chou, Chang and Jing (2012) investigated entrepreneurial courses

that can enhance the entrepreneurial intention of students using a survey design and

students of 34 universities in the departments with marketing and logistics-management-

related programs in Taiwan. The results show that entrepreneurial courses and

entrepreneurial intentions are uncorrelated with one another. Although, entrepreneurial

intentions correlate with academic performance, school attribute, gender and family

entrepreneurial experience, but are uncorrelated to part-time work experience and in

which year students are studying.

Salami (2011) investigated entrepreneurial interventions and challenges of youth

unemployment in Nigeria. The study stemmed from the fact that the authors believes that

although policy makers and practitioners are aware of the importance of entrepreneurship

in reducing unemployment among the Nigerian youths, they have failed to give it the

deserved attention. The paper thus examined the impact of viewing entrepreneurship as a

platform towards reducing youth unemployment which currently stands at 55%. It

examines some of the major factors/constraints which hinder an entrepreneurship culture.

It concludes by proposing some strategies that promote effective entrepreneurship.

The study is focused on entrepreneurship education. It was interested in

measuring students’ entrepreneurial intentions; while this present study is to identify

challenges facing EEd and how to tackle them.

Studies on Challenges to Educational Programmes:

Puyate (2008) studied constraints to effective implementation of vocational

education program in private secondary schools in Port Harcourt local government area

of Nigeria. The main purpose of this study was to identify the constraints to the effective

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implementation of vocational education program in private secondary schools in Port

Harcourt Local Government Area of Rivers State. The research work was limited to four

randomly selected private secondary schools and addressed the following research

questions: What students’ factors affect the non‐implementations of vocational education

program in Nigerian private secondary schools?; What facilities factors affect the

non‐implementations of vocational education program in Nigerian private secondary

schools?; What teachers’ factors affect the non‐implementations of vocational education

program in Nigerian private secondary schools?; and, What government/parental factors

affect the non‐implementations of vocational education program in Nigerian private

secondary schools? The main instrument for data collection was a questionnaire

administered to about 20% of the target population of teachers (n=24) and students

(n=72) in Rivers State. Data were analyzed using descriptive statistics including the

sample mean and grand population mean. The findings reveal a dearth of professional

and qualified teachers for the teaching of vocational/technical subjects; inadequate

infrastructure and equipment in schools; insufficient instructional materials and books in

schools; and that schools are generally poorly financed. Two key recommendations are

that adequate infrastructure should be provided in schools so that they are properly

equipped for functional teaching and learning, and that an ‘enlightenment’ campaign

should be carried out in the society to emphasize the importance of technical and

vocational education. The similarities between these studies are in their methodology.

Like the above study, this study will use questionnaire as instrument for data collection

and descriptive statistics for the analysis. But differences are in subject matter in that

while the previous study focused on vocational education, this study is on

entrepreneurship education.

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Ugwoke, Basake, Daria and Chukwuma (2013) determined the administrative

constraints to the implementation of entrepreneurship education in teacher preparation

programme in Federal College of Education Eha – Amufu Enugu State. A descriptive

survey research design was adopted for the study. The population of the study comprised

of all the academic staff of the Federal College of Education Eha- Amufu, Enugu State

numbering 188 (108 females and 80 males). There was no sample due to the small

population. Questionnaire containing 22 items was used for data collection. Mean and

standard deviation were used as statistical tool for answering the research questions.

Major finding revealed that there were inadequate provision of funds, facilities and

personal.

The study worked on constraints on the implementation entrepreneurship

education in teachers’ preparatory programme that are also undergraduates and this study

is on higher education. The difference is that why the previous study sought to identify

problem, the current study seeks to suggest a remedy approach with the use SWOT

analysis.

Ofoha (2011) conducted a study to assess how the Nigerian secondary school

vocational and technical education curriculum was implemented with a view to ascertain

the extent to which it has empowered students for self-employment. The descriptive

survey research design was adopted for the study. The sample comprised of 380 junior

and senior secondary school (JSS and SSS) students and 120 teachers, selected from

twelve secondary schools drawn across three states in Nigeria, one state from each of

North Central, South East, and South West geopolitical zones of the country. Stratified

random sampling technique was applied to select student-sample while purposive

sampling was used for teacher sample. The schools covered by the study comprised four

categories: federal government school (FGS), state government school (SGS), high class

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private school (HCPS), and low class private school (LCPS). The study utilized both

quantitative and qualitative techniques in data collection and analysis with questionnaires

and observation as main instruments.

Results revealed that sampled students have learnt significant self-employable

entrepreneurial skills in 6 out of 36 vocational areas. Also, their entrepreneurial

capability was found low, as there were no significant production of marketable goods

and services to show for their practical knowledge. What the author felt accounted for

the outcome was non-provision of required equipment and facilities for a practical

training. This previous study is in-line with the present study which is to determine the

extent to which equipment and infrastructures affect the implementation

entrepreneurship education in universities.

Lilly and Efajemue (2011) investigated the establishment of technical/vocational

teacher training institution and hinges on the need for adequate vocational

teachers/manpower in the educational sector. These researchers aimed at identifying

problems facing vocational teacher education in Rivers state. The population of the study

was vocational students at tertiary level in the state. Sample of 288 was derived from

vocational NCE Students and post NCE students in proportion of 150 and 138

respectively in two tertiary institutions in the state. Structured questionnaire was used to

collect data. Frequency, percentage and Chi-square statistic were used to analyse the data

collected. Results show that there are significant differences on the perception of

problems such as poor planning, lack of political will, poor infrastructure and ineffective

SIWES in the implementation of vocational teacher trainee programmes. This study’s

finding is relevant to the present study as it is problem of this study to determine the

challenges affecting the implementation of entrepreneurship education in universities.

But both differs in scope of the study because while the previous study was conducted in

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River state, the present study is in North Central state Nigeria; and while Chi-square was

use to analyse the data collected, this current study adopted mean and standard deviation

and t-test statistic.

Summary of Review of Literature

Literature was reviewed on concept of the major variables of the study and the

operational definitions were provided. Strategic management of EEd challenges was seen

as a planned action for overcoming the factors militating against proper teaching of EEd

to university students. Management is perceived as the carrying out of policies and

decisions to tackle the EEd challenges while EEd is conceived as the designed and

approved course for self-reliant and business start-ups in universities.

The literature revealed that entrepreneurship education is made up of all kinds of

experiences that give students the ability and vision of how to access and transform

opportunities of different kinds. It goes beyond business creation. It is about increasing

students’ ability to anticipate and respond to societal changes. It focuses on providing

solid foundation for sustainable lifelong learning that is aimed at equipping individuals

with such entrepreneurial knowledge, skills and attitudes that will enable them to

contribute meaningfully to social, economic and technological development of the

Nigerian society.

Theoretically, the study is anchored the following theories- the strategic

management theories that is; SWOT theory and the Wicked Problems theory of

Entrepreneurship Education. These theories were were discussed in the theoretical

framework section.

Empirically, literature was reviewed based on studies in strategic management;

SWOT analysis; university administration; entrepreneurship education and

organizational challenges and their management. Although some studies dealt with

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entrepreneurship education in universities, some on university administration, others

were on management of challenges facing organizations, but based on the review, it was

clearly observed that no study has been carried out on strategic management of

challenges facing entrepreneurship education in universities, north central states of

Nigeria. It was in order to fill this gap that the present study was embarked upon by the

researcher to investigate strategic management of challenges facing entrepreneurship

education in universities in North central states of Nigeria.

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CHAPTER THREE

RESEARCH METHOD

This chapter presents and explains the research procedures including the design

of the study, the area of the study, the population of the study, sample and sampling

techniques, instrument for data collection, validation of the instrument, reliability of the

instrument, methods of data collection and method of data analysis.

Design of the Study

This study adopts a descriptive survey design. According to Ali (2006, p.21)

descriptive survey studies are mainly concerned with describing events as they are

without any manipulation of what is being observed. For Ali, any study which seeks

merely to find out “what is” and describes it is a descriptive study. Such studies use

questionnaire as an instrument for data collection. The above design was considered

appropriate for the study because the challenges affecting the implementation of

entrepreneurship education programme in universities in North Central states of Nigeria

was studied and described using a self-report questionnaire.

Area of the Study

The study was carried out in the North Central geo-political zone of Nigeria. The

geo-political zone is made up of six states, namely: Kogi, Niger, Benue, Kwara, Plateau,

Nassarawa and the Federal Capital Territory, Abuja. It is a multi-ethnic and multi-

linguistic zone, with its indigenes predominantly farmers, fishermen and civic and public

servants. There are (7) seven federal and (6) states universities in the zone according to

NUC (2012). The North Central states are bounded in North West by Kaduna, Kabbi and

Zamfara states and Taraba, Bauchi, and Gombe states as well as the republic of Cameron

in North East. These states are further bounded in the south-south by Cross River and

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Edo states; and in the East by Anambra, Enugu, Ebonyi states. In the south-west the

zone, it is bounded by Oyo, Osun, and Ekiti states

The use of this zone for the study is due to the fact that it is industrially and

educational disadvantaged and the people need to be self-reliant (Suleiman, 2010).

Therefore EEd appears to be their only hope. This implies that any challenge to EEd is a

threat to their existence and need to be seriously dealt with. As a result, this study is a

welcome contribution to the economic survival of the people in the area. More

importantly, EEd appear to be having a lot of problems in the universities judging by the

number of graduates still searching for jobs rather than creating jobs.

Population of the Study

The population of the study is 149 respondents, comprising of 136 EEd lecturers,

thirteen (13) EEd coordinators in the thirteen universities. The use of the coordinators

and lecturers is due to the fact that they have direct relationship with the management of

universities.

Sample and Sampling Technique

Due to few numbers of the respondents, the entire population was used, which

include the 13 EEd coordinators and 136 lecturers.

Instrument for Data Collection

The instruments for data collection were the researcher’s designed questionnaire

tagged “Entrepreneurship Education Strategic Management Questionnaire (EEdSMQ).”

This questionnaire has two sections – A and B. Section A is structured to collect the

demographic data of the respondents. Section B is structured to collect information on

the entrepreneurship education challenges. It has four clusters, cluster 1 deals with

strength of entrepreneurship education challenges while cluster 2 has to do with the

opportunities of entrepreneurship education challenges. Clusters 3 deals with the threats

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to entrepreneurship education, and cluster 4 focuses on the weakness of entrepreneurship

education challenges. The items are designed on a four point rating scale of Strongly

Agree (SA); Agree (A); Disagree (D) and Strongly Disagree (SD) and weighed 4, 3, 2

and 1 respectively.

Validation of the Instrument

The entrepreneurship education strategic management questionnaire (EEdSMQ)

was face-validated by presenting the initial draft of the instrument to three experts. The

experts were distributed as follows: two from the area of Educational Administration and

Planning, and one from Measurement and Evaluation, all of University of Nigeria,

Nsukka. These experts were requested to critically and analytically examine the research

instrument. They were also requested to point out to the researcher, statements that were

poorly worded and those that did not agree with the purpose of the study. In addition,

they were also asked to advise the researcher on the suitability of the rating scale. Their

recommendations were taken into consideration in the modification of the initial draft

leading to the development of the final instrument.

Reliability of the Instrument

The validated instrument was trial tested with twenty (20) university staff (two

EEd coordinators and eighteen EEd lecturers) from Nnamdi Azikiwe University, Awka

and Ebonyi State University, Abakaliki both in the South-east of Nigeria. These States

were selected because they were outside the area of study and the universities possess the

same characteristics with respondents under study. To ascertain the internal consistency

of the instrument Cronbach Alpha technique was used for its analysis. Reliability

coefficients for the cluster were as follows; cluster A: 0.76, cluster B: 0.78, cluster C:

0.76 and cluster D: 0.75. These gave an overall reliability score of 0.76. The result

indicated that the instrument was reliable and therefore considered appropriate for use.

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Method of Data Collection

The EEdSMQ was administered to the respondents in their various universities,

with the help of six research assistants (one for each state), the research assistance were

instructed on research instrument administration. The respondents were guided by the

research assistants on how to complete the questionnaire after which they collected them.

Method of Data Analysis

The data collected from the respondents through the EEdSMQ were analyzed

using mean and standard deviation to answer the research questions. The use of 2.50

criterion mean was employed in taking a decision regarding the research questions,

which implies that any score from 2.50 and above was taken to be in agreement or

accepted while scores below 2.50 was taken to be in disagreement and was not be

accepted. The t-test statistic was used for testing the hypotheses that guided this study at

0.05 level of significance. The decision rule for testing the hypotheses was to reject null

hypothesis if the exact probability value (p-value) is less than the ‘a priori’ probability

value (that is, the level of significance); otherwise do not reject.

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CHAPTER FOUR

RESULTS

This chapter shows the results of data analysis for the study based on the research

questions and hypotheses that guided the study.

Research Question 1: What are the threats to entrepreneurship education in

Universities in North Central, Nigeria?

The data collected with items 27-37 of the instrument which dwelt on the threats

to entrepreneurship education in universities in north central states of Nigeria were used

to answer the above state research question. Data were also analyzed using mean and

standard derivation. Summary of the result are presented in the table below:

Table 1: Summary of mean responses of lecturers and coordinators on the threats

to entrepreneurship education in Universities in North Central, Nigeria

S/N Items

Lecturers,

n=136

Mean SD

Coordinators,

n=13

Mean SD

Total,

N=149

Mean SD

Decision

27 Staff do not attend workshops

and seminars.

3.31 .85 3.77 .43 3.35 .83 Accepted

28 Lecturers have poor

knowledge of the curriculum

content.

1.35 .56 1.08 .28 1.33 .55 Rejected

29 Transport services are not

made available for staff to go

out and see what others are

doing.

3.29 .87 3.77 .44 3.34 .85 Accepted

30 There is rise in student

involvement in examination

malpractice.

3.28 .84 3.77 .59 3.32 .83 Accepted

31 Increasing rise in the cost of

university education.

3.35 .66 3.23 .83 3.34 .68 Accepted

32 Lecturers do not cover their

scheme of work before the

end of the semester.

3.34 .53 3.15 .55 3.32 .54 Accepted

33 There is shortage of qualified

manpower.

3.39 .55 3.77 .44 3.43 .55 Accepted

34 Lecturers have excess

workload.

3.25 .69 3.15 .55 3.24 .68 Accepted

35 There is an increasing rate of

graduates’ unemployment.

3.39 .77 3.77 .44 3.42 .75 Accepted

36 Staff low media competence

level.

3.33 .71 3.77 .44 3.37 .70 Accepted

37 Budgeting allocation to

universities is reducing year

after year.

3.40 .76 3.77 .59 3.44 .76 Accepted

Overall Mean 3.11 .38 3.36 .24 3.17 .38 Accepted

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As can be seen in Table 1, the results of data analysis that answered research question

one shows that both the lecturers and coordinators rejected only item 28 (lecturers have

poor knowledge of the curriculum content) as the threats to entrepreneurship education

in Universities in North Central, Nigeria. Item 28 had a mean score below the criterion

mean of 2.50. However, all the other items (items 27, 29-37) were accepted by both

lecturers and coordinators as the threats to entrepreneurship education in Universities in

North Central, Nigeria. The overall mean value of 3.15±0.38 for the lecturers, 3.36 ±0.24

for the coordinators and 3.17±0.38 for both of them shows that they accepted the items

as the threats to entrepreneurship education challenges in Universities in North Central,

Nigeria.

Research Question 2: What are the weaknesses to entrepreneurship education in

Universities in North Central Nigeria?

The data collected with items 38-46 of the instrument which dwelt on the

weaknesses to entrepreneurship education in universities in north central states of

Nigeria were used to answer the above state research question. Data were also analyzed

using mean and standard derivation. Summary of the result are presented in the table

below:

Table 2: Summary of mean responses of lecturers and coordinators on the

weaknesses to entrepreneurship education in Universities in North Central Nigeria

S/N Items

Lecturers,

n=136

Mean SD

Coordinators,

n=13

Mean SD

Total,

N=149

Mean SD

Decision

38 Equipped entrepreneurship

centers are not enough.

3.35 .64 3.23 .83 3.34 .65 Accepted

39 Lack of exposure to practical 3.32 .82 3.77 .44 3.36 .79 Accepted

40 Lack of information on existing

opportunities.

3.29 .93 3.77 .59 3.33 .91 Accepted

41 Lack of capital to finance

acquired skills.

3.25 .85 3.23 .83 3.24 .85 Accepted

42 Lack of involvement of staff in

the practical aspect of EED

programme.

3.24 .73 3.15 .55 3.23 .71 Accepted

43 Lack of workshops for the

teaching of EED practical

programme.

3.39 .72 3.77 .59 3.42 .72 Accepted

44 Lack of constant power supply. 2.07 .75 2.20 .67 2.32 .88 Rejected

45 Lack of interest from students 3.18 .87 3.15 .55 3.17 .84 Accepted

46 Most of works on

entrepreneurship education in

the library are outdated.

1.27 .45 1.18 1.12 1.23 .79 Rejected


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From table 2, the results of data analysis that answered research question two

shows that both the lecturers and coordinators accepted all the items except items 44 and

46 as the weaknesses to entrepreneurship education in Universities in North Central

Nigeria. This implies that all the items apart from 44 and 46 in this cluster had mean

scores above the criterion mean of 2.50. Therefore, the weaknesses to EEd in the

Universities include; equipped entrepreneurship centers are not enough, lack of exposure

to practical, tack of information on existing opportunities; lack of capital to finance

acquired skills; lack of involvement of staff in the practical aspect of EED programme;

lack of workshops for the teaching of EED practical programme; and lack of interest

from students. The overall mean value of 3.26±0.64 for the lecturers, 3.15±0.55 for the

coordinators and 3.25±0.64 for both of them also show that all the items accepted are the

weaknesses to entrepreneurship education in Universities in North Central Nigeria.

Research Question 3: What are the opportunities of entrepreneurship education in


The data collected with items 11-26 of the instrument which dwelt on the

opportunities of entrepreneurship education in universities in North central states of

Nigeria were used to answer the above state research question. Data were also analyzed

using mean and standard derivation. Summary of the result are presented in the table

below:

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Table 3: Summary of mean responses of lecturers and coordinators on the

opportunities of entrepreneurship education in Universities in North Central,

Nigeria

S/N Items

Lecturers,

n=136

Mean SD

Coordinators,

n=13

Mean SD

Total,

N=149

Mean SD

Decision

11 The courses involve hands-on

learning-by-doing activities.

3.22 .73 3.15 .55 3.21 .71 Accepted

12 The courses encourage creative

thinking.

3.47 .56 3.77 .44 3.49 .55 Accepted

13 The courses involve group

projects and/or team-building

exercises.

3.26 .51 3.15 .55 3.26 .51 Accepted

14 The courses involve community

service activities.

3.39 .73 3.77 .44 3.43 .72 Accepted

15 I am able to tailor my courses to

meet the class’s needs. In other

words, I am able to be

entrepreneurial.

3.39 .61 3.77 .44 3.43 .61 Accepted

16 Students are made aware of

entrepreneurship as a career

option.

3.32 .88 3.77 .59 3.36 .86 Accepted

17 The students are taught that it is

okay to fail.

1.27 .45 1.23 .44 1.27 .44 Rejected

18 The students are taught

leadership skills.

3.30 .84 3.77 .44 3.34 .82 Accepted

19 The courses improve students’

self-confidence.

3.35 .78 3.77 .59 3.39 .78 Accepted

20 Firms and industries in the Zone

are willing to accept students for

industrial training.

1.40 .72 1.43 .74 1.42 .67 Rejected

21 Students run a school store or

other real business through the

course.

3.29 .75 3.15 .55 3.28 .73 Accepted

22 Students are taught the pitfalls of

and obstacles to becoming an

entrepreneur as well as the

opportunities.

3.24 .88 3.77 .44 3.29 .86 Accepted

23 Students from all backgrounds

are enrolled into EED

programme.

3.34 84 3.77 .59 3.38 .83 Accepted

24 Students of EED are entailed to

scholarship.

1.88 1.14 1.15 .38 1.18 1.12 Rejected

25 There have been increasing

government budgetary allocation

for EED programme.

3.26 .64 3.15 .55 3.25 .64 Accepted

26 Alumni do contribute facilities

for teaching EED programme.

3.47 .56 3.77 .44 3.49 .55 Accepted

Overall Mean 3.07 0.97 3.22 .73 3.10 .64 Accepted

The table 3 shows the results of data analysis for research question three. The

results show that apart from items 17, 20 and 24, all other items were accepted by both

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the lecturers and coordinators as the opportunities of entrepreneurship education in

Universities in North Central, Nigeria. Both the lecturers and coordinators did not accept

that students are taught that it is okay to fail, they did not accept that firms and industries

in the Zone are willing to accept students for industrial training or that students of EED

are entailed to scholarship. Therefore only 13 out of 16 items in this cluster had mean

scores above the criterion mean of 2.50. Besides rejecting three statements regarding the

opportunities of entrepreneurship education, the overall mean value of 3.07±0.97 for the

lecturers, 3.22 ±0.73 for the coordinators and 3.10 ±0.64 for both of them shows that

they accepted all the other items as the opportunities of entrepreneurship education in

Universities in North Central, Nigeria.

Research Question 4: What are the strengths of entrepreneurship education in


The data collected with items 1-10 of the instrument which dwelt on the strength

of entrepreneurship education challenges in universities in north central states of Nigeria

were used to answer the above state research question. Data were also analyzed using

mean and standard derivation. Summary of the result are presented in the table below:

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Table 4: Summary of mean responses of lecturers and coordinators on the strengths

of entrepreneurship education in Universities in North Central, Nigeria

S/N Items

Lecturers,

n=136

Mean SD

Coordinator

s, n=13

Mean SD

Total,

N=149

Mean SD

Decision

1 Government provides adequate

fund for the procurement of

instructional materials for EED

programme.

2.08 .95 2.10 .70 2.09 .83 Rejected

2 Funds are made available for in-

service training of EED staff.

3.35 .78 3.77 .59 3.39 .78 Accepted

3 Nigeria has the market for any

business to operate.

3.32 .71 3.23 .83 3.31 .72 Accepted

4 Universities in the north central

states run uninterrupted

academic calendar.

1.35 .56 1.27 .45 1.31 .50 Rejected

5 There exists relative peace

among the host communities.

3.27 .86 3.77 .44 3.32 .84 Accepted

6 There are qualified manpower to

teach EED courses.

3.35 .61 3.15 .55 3.33 .61 Accepted

7 There is high enrolment of

students for the EED

programmes.

3.38 .74 3.77 .44 3.42 .73 Accepted

8 The Universities libraries have

up to date reading materials for

users of EED.

3.27 .81 3.77 .44 3.32 .79 Accepted

9 The Universities run alternative

power supply for effective EED

programme delivery.

3.37 .86 3.77 .59 3.40 .85 Accepted

10 Firms and industries within the

states are readily available to

accept students of EED

programme for industrial

attachments.

1.49 .79 1.23 .44 1.46 .77 Rejected


As can be seen in Table 4, the results of data analysis which answered research

question four shows that both lecturers and coordinators accepted items 2, 3, 5, 6, 7, 8, 9

as the strengths of entrepreneurship education in the Universities in North Central,

Nigeria. These items had mean scores above the criterion mean of 2.50. Only items 1, 4

and 10 were rejected. Therefore, the result showed that the strengths of EED Challenges

are that funds are made available for in-service training of EED staff; Nigeria has the

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market for any business to operate; there exists relative peace among the host

communities; there are qualified manpower to teach EED courses; there is high

enrolment of students for the EED programmes; the Universities libraries have up to date

reading materials for users of EED; and the Universities run alternative power supply for

effective EED programme delivery. The overall mean value of 3.05 ±0.55 for the

lecturers, 3.23 ±0.21 for the coordinators and 3.12±0.54 for both of them shows that they

accepted the items as the strengths of entrepreneurship education in Universities in North

Central, Nigeria.

Hypothesis 1: There is no significant difference between the mean responses of lecturers

and coordinators on the threats to entrepreneurship education in the Universities.

Table 7: Summary of t-test statistic on significant difference between the mean

responses of lecturers and coordinators on the threats to entrepreneurship

education in the Universities.

Group Mean SD N Df Sig. Level of sig. t-value Decisions

Lecturers 3.15 .38 136

147 .07 0.05 -1.92 Ho1 is not

rejected

Coordinators 3.36 .24 13

As shown in Table 1, the results of data analysis for hypothesis four indicates that the

exact probability value of 0.07 is greater than the ‘a priori’ probability value of 0.05.

Therefore the null hypothesis four which states that there is no significant difference

between the mean responses of lecturers and coordinators on the threats to

entrepreneurship education in the Universities is not rejected, t(147)=-1.92, p=0.07. This

is an indication that both lecturers and coordinators have similar ideas on the threats to

entrepreneurship education in the Universities.


and coordinators on the weaknesses to entrepreneurship education in the Universities.

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responses of lecturers and coordinators on the weaknesses to entrepreneurship

education in the Universities



147 .33 0.05 -1.22 Ho2 is not

rejected


As shown in table 6, the results of data analysis for hypothesis two indicates that the


Therefore the null hypothesis two which states that there is no significant difference

between the mean responses of lecturers and coordinators on the weaknesses to


is an indication that both lecturers and coordinators have similar views on the

weaknesses to entrepreneurship education in the Universities.


and coordinators on the opportunities of entrepreneurship education in the Universities.


responses of lecturers and coordinators on the opportunities of entrepreneurship




147 .07 0.05 -1.92 Ho3 is not

rejected


As shown in table 7, the results of data analysis for hypothesis three indicates that the


Therefore the null hypothesis three which states that there is no significant difference

between the mean responses of lecturers and coordinators on the opportunities of


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is an indication that the views of both lecturers and coordinators on the opportunities of

entrepreneurship education in the Universities are the same.


and coordinators on the strengths of entrepreneurship education in the Universities.


responses of lecturers and coordinators on the strengths of entrepreneurship

education in the Universities



147 .15 0.05 -1.72 Ho4 is not

rejected


As shown in table 8, the results of data analysis for hypothesis one indicates that the


Therefore the null hypothesis one which states that there is no significant difference

between the mean responses of lecturers and coordinators on the strengths of


implies that both lecturers and coordinators have similar views on the strengths of

entrepreneurship education in the Universities.

Summary of Major Findings

From the results of data analysis, the following are findings of the study;

1. There is no significant difference between the mean responses of lecturers and

coordinators on the threats to entrepreneurship education in the Universities.


coordinators on the weaknesses to entrepreneurship education in the Universities.

In other words, lecturers and coordinators have similar views on the weaknesses

to entrepreneurship education in the Universities.

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coordinators on the opportunities of entrepreneurship education in the

Universities.

4. Both lecturers and coordinators have similar views on the strengths of

entrepreneurship education in the Universities. In other words, there is no

significant difference between the mean responses of lecturers and coordinators

on the strengths of entrepreneurship education in the Universities.

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CHAPTER FIVE

DISCUSSION OF RESULT, IMPLICATION,

RECOMMENDATIONS, CONCLUSION AND SUGGESTIONS

FOR FURTHER STUDIES

In this chapter, the discussion of major findings of the study, the education

implications, recommendations, suggestions for further study and summary of the study

are presented.

Discussion of the Findings

The discussion took cognizance of the four (4) research questions and hypotheses

formulated for the study.

1. The threats to Entrepreneurship Education in universities in North Central

State of Nigeria.

2. The weaknesses of Entrepreneurship Education in universities in North


3. The opportunities of Entrepreneurship Education in universities in North


4. The strengths of Entrepreneurship Education in universities in North Central

State of Nigeria.

The threats to Entrepreneurship Education in universities in North Central State of

Nigeria

The research question 1 sought to determine the threats to the Entrepreneurship

Education in universities in North Central State of Nigeria. It was found that staff do not

attends workshop and seminars; lecturers have poor knowledge of the curriculum

content; transport services are not made available for staff to go out and see what others

are doing; there is a rise in student involvement in examination malpractice; increasing

rise in the cost of university education; lectures do not cover their scheme of work before

the end of the semester. Moreover, the study unveil the fact that, there is an evidence of

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shortage of qualified manpower as lecturers have excess workload; an increasing rate of

graduates unemployment; staff low media competence level, and the dwindling

budgetary allocation to universities year-in, year-out. All these clearly indicate that

universities in North Central states need special attention if entrepreneurship education

most achieves its desired objectives. The analysis of data generated revealed that

lecturers do not have poor knowledge of the curriculum content, and it may be based on

this premise that the respondents are looking at their situation as being enhanced for

productivity. The study confirmed that there is no significant difference between the

mean responses of lecturers and coordinators on the threats to entrepreneurship education

in the Universities.

The present finding is in line with Mainoma and Arua (2012) who noted that

such challenges included lack of sufficient and skilled manpower, outright lack of

funding, Poor State of Infrastructure, lack of relevant reading materials. According to

Essien (2006), the challenges range from brain drain, cultism and other vices like, lack of

vibrant staff development programme, frequent labour disputes and the closure of

universities, lack of information technology facilities, poor leadership and poor policy

implementation. Colton’s (1990) findings that entrepreneurship education and training

programmes aimed directly at stimulating entrepreneurship which may be defined as

independent small business ownership and the development of opportunity-seeking

managers within companies also supports findings of this study.

The weaknesses of Entrepreneurship Education in universities in North Central

State of Nigeria

Research question 2 sought to find out the weaknesses of entrepreneurship

education in universities in North Central State of Nigeria. The analysis of data

generated revealed equipped entrepreneurial centres are not enough, lack of exposure to

practical, lack of information on existing opportunities, lack of capital to finance

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acquired skills, lack of involvement of staff in the practical aspect of EED programme,

lack of workshops for the teaching of EED practical programme, lack of constant power

supply, lack of interest from students, and most of the works on entrepreneurships

education in the library are outdated. The study confirms that there is significant

difference between the mean responses of lecturers and coordinators on the weaknesses

to entrepreneurship education challenges in the Universities. In other words, lecturers

and coordinators have similar views on the weaknesses to entrepreneurship education

challenges in the Universities.

The present finding supports earlier findings of scholars like Puyate (2008),

Ugwoke, Basake, Daria and Chukwuma (2013) and Ofoha (2011), which for instance,

revealed a dearth of professional and qualified teachers for the teaching of

vocational/technical subjects; inadequate infrastructure and equipment in schools;

insufficient instructional materials and books in schools; and that schools are generally

poorly financed. While Ugwoke et al (2013) revealed that, there were inadequate

provision of funds, facilities and personal; Ofoha (2011) unveil the fact that, out of the

sampled students, some have learnt significant self-employable entrepreneurial skills in 6

out of 36 vocational areas. Also, their entrepreneurial capability was found low, as there

were no significant production of marketable goods and services to show for their

practical knowledge.

The opportunities of Entrepreneurship Education in universities in North Central

State of Nigeria

The research question 3 sought to determine the opportunities of entrepreneurship

education in universities in North Central State of Nigeria. The study found that the

courses involve hands-on learning-by-doing activities; the courses encourage creative

thinking; the courses involve group projects and/or team-building exercises, the courses

involve community service activities; it make them able to tailor their courses to meet

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the class’s needs; students are made to be aware of entrepreneurship as a career option,

firms and industries in the zone are willing to accept students for industrial training

primarily on small business start-ups; the students are taught leadership skills; students

run a school store or other real business through the courses; students are taught the

pitfalls of and obstacles to becoming an entrepreneur as well as the opportunities;

students from all backgrounds are enrolled into EED programme; and increasing

government budgeting allocation for EED programme and Alumina does contribute

facilities for teaching of EED programme amongst others. The study also confirmed that

there is no significant difference between the mean responses of lecturers and

coordinators on the opportunities of entrepreneurship education in the Universities.

The present finding supports the assertions of European Commission (2006) who

believes that what entrepreneurs have in common is not personality traits but a

commitment to innovation. For innovation to occur the entrepreneur must have not only

talent, ingenuity and knowledge but he must also be hard working, focused and

purposeful. According to Aruwa (2004), it is the ability of some people to accept risk and

combine factors of production in order to produce goods and services. It can also be seen

as the willingness and ability of an individual to seek out investment opportunities in an

environment, and be able to establish and run an enterprise successfully based on the

identified opportunities. The concept of entrepreneurship is however associated with a

number of activities as it does not occur in a vacuum. For it to occur it demands the

presence of an entrepreneur and an enabling environment.

The strengths of entrepreneurship education in universities in North Central State

of Nigeria

The finding of the study based on the research question 4 which sought to find

out the strengths of EED showed that funds are made available for in-service training of

EED staff; Nigeria has the market for any business to operate, Universities in the North

central states run interrupted academic calendar; and there exist relative peace among the

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host communities. There are also qualified manpower to teach EED courses; a high

enrolment of student for the EED programs; Universities libraries have up-to-date

reading materials for users of EED; and the universities run alternative power supply for

effective EED programme delivery; even though firms and industries within the states

are not readily available to accept students of EED programme for industrial

attachments. Both lecturers and coordinators had similar views on the strengths of

entrepreneurship education challenges in the Universities. In other words, there is no

significant difference between the mean responses of lecturers and coordinators on the

strengths of entrepreneurship education in the Universities. These findings indicate that

there are a lot of areas of strength that universities can tap to overcome the threats and

weaknesses facing entrepreneurship education in North central states of Nigeria.

Firms and industries within the states not being readily available to accept

students of EED programme for industrial attachments, is in line with public outcry that

North Central states are less industrialized, that is why many students on industrial

attachment have to go to other geopolitical zones for attachment. This incidence has left

the students with little or no interest in studying entrepreneurship education. However,

the present findings is in line with that of Agu and Ikeme (2013) who found out that

Nigerian universities have what it takes to implements entrepreneurship education

programme, as there are certain needs that have been met. Therefore, such areas of

strength like adequate funding by the government for procurement of instructional

materials and the readiness of students to undergo the study becomes vital. In the same

vein, Rasmussen and Sørheim (2006) encouraged students to generate experience in

entrepreneurship in order to develop their skills and abilities in spite the low patronage

from local firms.

Overall, the above findings of the study supports the researcher’s fish bone theory

which posits that EEd inculcates knowledge, skills and attitudes to students (fish tail) to

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enable them become self-reliant, but the challenges facing EEd grouped into pedagogical

and administrative challenges prevent graduates from being employed (self and paid).

The Using the TWOS Analysis (threats, weaknesses, opportunities and strengths) of the

challenges the researcher argues that the challenges of Edd could be resolved thereby

making university graduates employable.

The findings of the study further lend credence to the fish bone theory in that the

two major factors associated with strategic management of entrepreneurship education in

the Universities, namely internal and external factors were vividly identified in the

present study. The internal factors are the strengths and weaknesses internal to the

Universities, while the external factors are the opportunities and threats presented by the

environment external to the Universities as demonstrated in the discussion of findings

above.

Conclusion

From the findings obtained from the study, the following conclusions were made:

The entrepreneurship education programme in operation is a worldwide

programme which is providing a solid foundation for lifelong learning, self-awareness,

and citizenship and life skills. In order to ensure the effective achievement by substring

of the entrepreneurship education programme in Nigeria universities, University

authorities would need to adopt strategic management techniques, which will enable

them build on their strength which includes; the making funds available and encouraging

high enrolment of students for the programme.

The entrepreneurship education programme holds viable prospect and

opportunities which includes amongst others, that the course involve hand-on learning-

by-doing activities; the courses encourage creative thinking; and students from all

backgrounds are enrolled into EED programme and that universities management should

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work on overcoming the threats and weaknesses while vigilant should be kept on Staff

attendance to workshops and seminars; cost of university education; lecturers workload

and budgeting allocation to universities ,as well as exposure to practical; funding;

acquired skills; and power supply.

Educational Implications of the Findings

From the findings of this study one can deduce some far-reaching educational

implications for universities authorities, government, policy makers and Nigeria

University Commission (NUC), lecturers and students. The study provides empirical

evidence on the strength of entrepreneurship education in universities which includes:

provision of funds for the procurement of instructional materials; availability of fund for

in-service training; the existence of relative peace among the host communities and

universities and high enrolment of students for EED programme. These findings have

implications for firms and industries within the states to make themselves readily

available to accept students of EED programme for industrial attachments.

The finding on opportunities of entrepreneurship education in universities

includes that, the course involves hand-on learning-by-doing activities; the courses

encourage creative thinking; and students from all backgrounds are enrolled into EED

programme. The implications are that if really the objectives of the programme are to be

actualized, sufficient resources have to be deployed. The finding also shows to a large

extent that universities face some threats to entrepreneurship education programmes.

This implies that, there is the need for the government to make it possible for staff to

attend workshops and seminars; decrease the cost of university education; recruit more

lecturers to avoid excess workload and to increase budgeting allocation to universities to

enhance their performance.

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Finally, the findings revealed that there are weaknesses of entrepreneurship

education challenges facing universities. Here, the implication is that, there is the need

for the university authorities and government to expose students to practical works;

provide fund to finance acquired skills; and provide opportunities for constant power

supply.

Recommendations

The following recommendations have been proffered based on the findings and

implications of the study:

1. The universities authorities should make provision for lecturers to go for

workshops or seminars so as to be exposed to current trends in EED programme.

2. The Federal government of Nigeria should maintain a policy aimed at provide

adequate funding for entrepreneurship education in the universities

3. A supervisory team are to be set to take the responsibility of maintaining a

judicious expenditure of such funds. In light of this, government should set up a

blueprint on punishment to offenders on misappropriation of entrepreneurship

education fund.

4. University authorities should equipped entrepreneurial centres to expose lecturers

and students to practical aspects of EED.

5. Firms and industries should be more willing to accept students for industrial

training as this will strengthen the students’ interest in entrepreneurship education

programme.

6. Additional qualified lecturers should be employed in universities for the EED

programme so as to reduce the workload of the lecturers.

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7. There should be intensified efforts in the effective supervision, monitoring and

evaluation of the EED programme across universities to ensure high performance

and productivity.

Limitations of the Study

This study is not without certain obvious limitations. Given that it was a survey

study, the validity of the results for generalization depends much on the sincerity and

honesty of the respondents which the researcher might not guarantee.

Suggestions for Further Studies

The following areas have been suggested for further research:

1. Similar studies should be carried out in other geographical zones of the country

so as to provide a good ground for comparison on modes of operation.

2. A study is needed to investigate environmental factors that influence effective

implementation of the entrepreneurship education.

3. Studies on how the extent of motivation of academic staff influences their

effectiveness in the implementation of the entrepreneurship education programme

are needed.

4. The relationship between in service training and lecturer’s performance and

productivity is suggested.

5. An evolution curriculum framework for entrepreneurship education in Nigeria

universities is also suggested.

6. A similar study should be carried out using any other design to guarantee the

validity of the result.

Summary of the Study

The study investigated strategic management of challenges facing

entrepreneurship education in universities, North central states Nigeria. Four research

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questions and four null hypotheses guided the study. A descriptive survey design was

adopted for the study. The population consisted of all the 13 entrepreneurship education

coordinators and 136 EEd lecturers. There was no sample for the study given the size of

the population and as such the study sample was 149 respondents. A questionnaire titled

“entrepreneurship education strategic management questionnaire (EEDSMQ) » was

designed by the researcher and validated by three experts; two from Administration and

Planning and one from Measurement and Evaluation. The internal consistency of the

instrument was established using Cronbach’s Alpha technique. Reliability coefficients

for the cluster were as follows; cluster A: 0.76, cluster B: 0.78, cluster C: 0.76 and

cluster D: 0.75.These gave an overall reliability score of 0.76alpha.

Mean and standard deviation was used to answer the research questions that

guided the study; while t-test statistic was used to test the hypotheses at 0.05 level of

significance. Results show that the threats to entrepreneurship education in the

Universities includes: staff do not attend workshops and seminars; increase in the cost of

university education; lecturers have excess workload and budgeting allocation to

universities is decreasing year after year, among others.. Results show that there is no

significant difference between the mean responses of lecturers and coordinators on the

threats to entrepreneurship education in the Universities. The weaknesses of

entrepreneurship education in the Universities includes: lack of exposure to practical;

lack of fund to finance acquired skills; and lack of constant power supply, among others.

The study also found out that there is no significant difference between the mean

responses of lecturers and coordinators on the weaknesses to entrepreneurship education

in the Universities. In other words, lecturers and coordinators have similar views on the

weaknesses to entrepreneurship education in the Universities.

Furthermore, results show that the opportunities of entrepreneurship education in

the Universities include: the course involves hand-on learning-by-doing activities; the

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courses encourage creative thinking; and students from all backgrounds are enrolled into

EED programme, among others. It was confirmed that there is no significant difference

between the mean responses of lecturers and coordinators on the opportunities of

entrepreneurship education in the Universities. Results show that the strength of

entrepreneurship education in the Universities includes: providing funds for the

procurement of instructional materials; availability of fund for in-service training; there

exist relative peace among the host communities and universities and there is high

enrolment of students for EED programme, among others. Both lecturers and

coordinators have similar views on the strengths of entrepreneurship education

challenges in the Universities. In other words, there is no significant difference between

the mean responses of lecturers and coordinators on the strengths of entrepreneurship


Several recommendations were made based on the findings and the implications

of the study. Some of the recommendations include that: the universities authorities

should make provision for lecturers to go for workshops or seminars so as to be exposed

to current trends in EED programme; the Federal government of Nigeria should maintain

a policy aimed at making adequate fund available for entrepreneurship education in the

universities; and a supervisory team should be set to take the responsibility of

maintaining a judicious expenditure of such funds.

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APPENDIX A

QUESTIONNAIRE

LETTER OF INTRODUCTION TO THE RESPONDENTS

Department of Educational Foundations,

University of Nigeria,

Nsukka.

September, 2014

Dear Sir/Madam,


ENTREPRENEURSHIP EDUCATION IN UNIVERSITIES

IN NORTH CENTRAL STATES OF NIGERIA

I am a doctoral student of the Department of Educational Foundations, University of

Nigeria, Nsukka. I am carrying out a study on the above topic. The purpose of the study

it to appraise strategic management of challenges facing entrepreneurship education

in universities, north central states, Nigeria

I attach herewith a questionnaire designed to elicit the necessary information for the

study. You are requested to tick ( ) on the appropriate place provided against each item.

Be rest assured that, all information provided by you will be treated in strict confidence

and will be used only for the research purpose.

Thank you for your understanding and co-operation.

Yours faithfully,

Mando Patricia Nguwasen

PG/PhD/12/62425 (Ph.D Candidate)

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102

ENTREPRENEURSHIP EDUCATION STRATEGIC MANAGEMENT

QUESTIONNAIRE (EEDSMQ)

SECTION A

Dear respondent,

Instruction: Kindly supply the information required as correctly as possible. There are

no correct or wrong answers ad they have no implication whatever on the respondents

1. Type of university :Federal [ ] State [ ]

2. Nature of Responsible Coordinator [ ] Lecturer[ ]

SECTION B

Challenges facing Entrepreneurship education programme

Tick on any of the four options that best represent your candid opinion on the statement

as follow:

Strongly Agree (SA)

Agree (A)

Disagree (D)

Strongly Disagree (SD)

Cluster 1 :

SECTION B

Cluster 1 : the Strengths of entrepreneurship educational in challenges in universities in

North Central State of Nigeria and how to harness them.

S/NO Items SA A D SD

1 Government provides adequate fund for procurement of

instructional materials for EED programme

2 Funds are made available for in-service training of EED

staff

3 Nigeria has the market for any business to operate

4 Universities in the north central states run uninterrupted

academic calendar

5 There exist relative peace among the host communities

6 There are qualify manpower to teach EED courses

7 There is high enrolment of student for the EED programs

8 The Universities libraries have up to date reading

materials for users of EED

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103

9 The universities run alternative power supply for effective

EED program delivery

10 Firms and industries within the states are readily available

to accept students of EED program for industrial

attachments

Cluster 2: The Opportunities of entrepreneurship education challenges in universities

in North Central State of Nigeria

S/NO ITEMS SA A D SD

11 The courses involve hands-on learning-by-doing

activities.

12 The courses encourage creative thinking.

13 The courses involve group projects and/or team-building

exercises.

14 The courses involve community service activities.

15 I am able to tailor my courses to meet the class’s needs.

In other words, I am able to be entrepreneurial.

16 Students are made aware of entrepreneurship as a career

option.

17 The courses focus primarily on small business start-ups.

18 The students are taught that it is okay to fail.

19 The students are taught leadership skills.

20 The courses improve students’ self-confidence.

21 Firms and industries in the zone are willing to accept

students for industrial training

22 Students run a school store or other real business through

the courses.

23 Students are taught the pitfalls of and obstacles to

becoming an entrepreneur as well as the opportunities.

24 Students from all backgrounds are enrolled into EED

program.

25 Students of EED are entailed to scholarship

26 There have increasing government budgeting allocation

for EED program

27 Alumina do contribute facilities for teaching of EED

program

Cluster 3: The Threats to entrepreneurship education challenges in universities in North

Central State of Nigeria

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104

S/NO Item SA A D SD

28 Staff do not attends workshop and .seminars

29 Lecturers have poor knowledge of the curriculum

content

30 Transport services are not made available for staff to go

out and see what others are doing

31 There is rise in student involvement in examination

malpractice

32 Increasing rise in the cost of university education

33 Lectures do not cover their scheme of work before the

end of the semester

34 There are shortage of qualified manpower

35 Lecturer have excess workload

36 There is an increasing rate of graduates unemployment

37 Staff low media competence level.

38 Budgeting allocation to universities is reducing year

after year

Cluster 4; The weaknesses of entrepreneurship education challenges in universities in

North Central State of Nigeria.

S/NO ITEMS SA A D SD

39 Equipped entrepreneurial centres are not enough

40 Lack of exposure to practical

41 Lack of information on existing opportunities

42 Lack of capital to finance acquired skills

43 Lack of involvement of staff in the practical aspect

of EED program

44 Lack of workshops for the teaching of EED practical

program

45 Lack of constant power supply

46

Lack of interest from students

47 Most of works on entrepreneurships education in

the library are outdated

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105

APPENDIX B

List of Accredited Universities in Nigeria with Contact and Websites

August 15, 2013 by MSG Editorial Staff

List of Federal Universities in Nigeria

This list comprises of all the Federal Universities in Nigeria including Federal

Universities of Agriculture and Federal Universities of Technology.

Ahmadu Bello university, Zaria. ABU

Tel: 069-550811

Website: www.abu.edu.ng

University of Abuja,

Mailing Address: P.M.B. 117, Gwagwalada, F.C.T Abuja.

Tel: 09-8821380

Website: www.unibuja.edu.ng

Bayaro University

Mailing Address: P.M.B 3011,Kano

Tel: 064-666021-3

Website: www.kanoonline.com/buk

University of Benin. UNIBEN

Mailing Address: P.M.B 1154,Benin City

Website: www.uniben.edu

University of Calabar. UNICAL

Mailing Address: P.M.B 1115,Calabar

Tel: 087-232695

Website: www.unical.edu.ng, www.unicaledu.com

University of Ibadan, Ibadan. UI

Tel: 400550-614

Website: www.ui.edu.ng, www.dlc.ui.edu.ng

University of Ilorin. UNILORIN

Mailing Address: P.M.B .1515 Ilorin

Tel: 031-221691,031-221551-3

Website: www.unilorin.edu.ng

University of Jos. UNIJOS

Mailing Address: P.M.B. 2084, Jos, Plateau State

Tel: 073-610936

Website: www.unijos.edu.ng

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University of Lagos, Akoka, Lagos State. UNILAG

Tel: 01-820310-20

Website: www.unilag.edu.ng

University of Maiduguri. UNIMAID

Mailing Address: P.M.B 1069, Maiduguri,

Tel: 076-231730,232949

Website: www.unimaid.edu.ng, www.unimaid.org

Obafemi Awolowo University, Ile-Ife, Osu State. OAU

Website: www.oauife.edu.ng

University of Port-Harcourt. UNIPORT

Mailing Address: P.M.B 5323, Port-Harcourt, Rivers State

Tel: 084-230890-9

Website: www.uniport.edu.ng

Usmanu Danfodiyo University,

Mailing Address: P.M.B. 2346, Sokoto.

Tel: 060234039

Website: www.udusok.edu.ng

Nnamdi Azikiwe University. UNIZIK

Mailing Address: P.M.B 5025, Awka, Anambra State.

Tel: 046-55082

Website: www.unizik.edu.ng

University of Nigeria Nsukka. UNN

Tel: 042-771911,771920,711939,77941,771951

Website: www.unn.edu.ng

University of Uyo. UNIUYO

Mailing Address: P.M.B. 1017, Uyo, Akwa-Ibom State.

Website: www.uniuyo.edu.ng

Federal University of Agriculture, Makurdi

Tel: 044-533204-5

Website: www.uam.edu.ng

University of Agriculture. UNAAB

Mailing Address: P.M.B. 2240, Abeokuta.

Tel: 039-200170-77

Website: www.unaab.edu.ng

Michael Okpara University of Agriculture, Umudike,

Mailing Address: P.M.B 7267, Umuahia, Abia State.

Tel: 052-440555

Website: www.mouau.edu.ng

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107

Abubakar Tafawa Balewa University, Bauchi

Mailing Address: P.M.B. 0248, Bauchi.

Tel: 077-543500-1

Website: www.atbu.edu.ng

Federal University of Petroleum Resources, Effurun. FUPRE

Mailing Address: P.M.B.1221, Effurun, Delta State.

E-mail: [email protected]

Website: www.fupre.edu.ng

Federal University of Technology, Akure. FUTA

Mailing Address: P.M.B 1526, Ondo State.

Tel: 034-243490-4

Website: www.futa.edu.ng

Federal University of Technology, Owerri. FUTO

Mailing Address: P.M.B. 1526, Owerri.

Tel: 083-230974,233456

Website: www.futo.edu.ng

Federal University of Technology, Minna

Mailing Address: P.M.B 65, Minna.

Tel: 066-222397,222887

Website: www.futminna.edu.ng

Federal University of Technology, Yola

Mailing Address: P.M.B 206, Yola, Adamawa State

Tel: 075-25332, 24532

Website: www.mautech.edu.ng

Federal University, Dutse, Jigawa State. FUD

Mailing Address: P.M.B 7156, Dutse, Jigawa State.

Tel: 08076591349 or 08076590476

Website: www.fud.edu.ng

Federal University, Dutsin-Ma, Katsina State. FUDUTSNMA


Tel: 08177451899, 08025350544, 08106876614

Website: www.fudutsinma.edu.ng

Federal University, Kashere, Gombe State. FUK


Tel: +2348036293642

Website: http://federaluniversitykasheregombe.gnbo.com.ng, www.fukashere.edu.ng

Federal University, Lokoja, Kogi State. FUL

Website: www.fulokoja.edu.ng

Federal University, Ndufu-Alike, Ebonyi State. FUNAI

Mailing Address: Abakaliki, Ebonyi P.M.B 1010

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108


Website: www.funai.edu.ng

Federal University, Otuoke, Bayelsa. FUOTUOKE

Website: www.fuotuoke.edu.ng

Federal University, Oye-Ekiti, Ekiti State. FUOYE


Website: www.fuoye.edu.ng

Federal University, Wukari, Taraba State. FUWUKARI

Website: www.fuwukari.edu.ng

List of State Universities In Nigeria

This list comprises of all the State Universities in Nigeria including State Universities of

Technology.

Adekunle Ajasin University. AAUA

Mailing Address: P.M.B 01, Akungba-Akoko, Ondo State

Website: www.adekunleajasinuniversity.edu.ng

Ambros Alli University. AAU

Mailing Address: P.M.B. 14, Ekpoma, Edo State.

Tel: 055-98448

Website: www.aauekpoma.edu.ng, www.myaau.com

Abia State University, Uturu. ABSU

Mailing Address: P.M.B. 2000 Okigwe, Abia State.

Website: www.absuu.net

Adamawa State University State, Mubi. ADSU

Mailing Address: P.M.B. 25, Mubi, Adamawa State.

Website: www.adsu.edu.ng, www.adamawastateuni.com

Akwa Ibom State University, Ikot-Akpaden. AKSU

Mailing Address: Mkpat Enin L.G.A Akwa Ibom State

Website: www.aksu.edu.ng

Bukar Abba Ibrahim University. BAI

Mailing Address: Sir Kashim Ibrahim Road, P.M.B. 1144, Damaturu, Yobe State

Website: www.baiu.edu.ng

Benue State University. BSU

Mailing Address: P.M.B. 102119, Makurdi, Benue State

Tel: 044-533811, 531162, 532550

Website: www.bsum.edu.ng

Cross Rivers University of Technology. CRUTECH

Mailing Address: P.M.B. 1123, Calabar, Cross River State.

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109

Tel: 087-232303

Website: www.crutech-nig.net

Delta State University. DELSU

Mailing Address: P.M.B 1 Abraka, Delta State

Tel: 054-66009.

Website: www.deltastate.edu.ng, www.deltastate.edu, www.delsuonline.com

Ebonyi State University. EBSU

Mailing Address: P.M.B.53. Abakaliki, Ebonyi State.

Tel: 043-221337, 043-221093.

Website: www.ebsu-edu.net

Gombe State University. GSU

Mailing Address: P.M.B. 27, Tudun Wada, Gombe, Gombe State.

Tel: 072-22091

Fax: 072-221097


Website: www.gomsu.org

Evan Enwerem University,

Mailing Address: P.M.B. 2000, Owerri, Imo Stats.

Website: www.imsu.edu.ng, www.imsuonline.com

Kaduna State University. KASU

Mailing Address: Tafawa Balewa Way, P.M.B. Kaduna State.

Website: www.kasuportal.net

Kogi State University. KSU

Mailing Address: P.M.B. 1008, Anyigba Kogi State.

Tel: 009-87-762538-275,08035959687

Website: www.myksuportal.com

Umaru Musa Yaradua University. UMYUK

Mailing Address: P.M.B.2218, Katsina.


Website: www.umyu.edu.ng

Kano University of Science and Technology, Wudil. KUST

Mailing Address: c/o Kano State Coll. of Art, Science and Remedial Studies, P.M.B

3244, Kano.

Tel: 064-241175,241149,648029,241175

Website: www.kustportal.edu.ng

Kwara State University, Malete, Ilorin, Kwara State. KWASU

Website: www.kwasu.edu.ng

Lagos State University, Ojo. LASUMailing Address: P.M.B. 1087, Apapa, Lagos.

Tel: 01-884043,884048

Website: www.lasunigeria.org

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110

Ibrahim Badamasi Babangida University, Lapai, Niger State. LAPAI

Tel: 066-220646, 08036650914

Website: www.ibbuniversity.com, www.ibbu.edu.ng

Nasarawa State University, Keffi,

Mailing Address: P.M.B. 1022, Keffi, Nasarawa State.

Website: www.nsuk.edu.ng, www.nsukonline.net

Niger Delta University. NDU

Mailing Address: P.M.B. 071, Wilberforce Island, Bayelsa State

Tel: 089-490484, 089-490899, 490900

Website: www.ndu.edu.ng

Olabisi Onabanjo University. OOU

Mailing Address: P.M.B. 2002, Ago-Iwoye, Ogun State.

Website: www.oouagoiwoye.edu.ng, www.oou-ng.com

Tai Solarin University of Education, Ijagun. TASUED

Mailing Address: P.M.B. 2118, Ijebu-Ode, Ogun State.

Tel: 037-432770, 431547, 431994

Website: www.tasuedu.org

The University of Education, Ikere-Ekiti. TUNEDIK

Mailing Address: P.M.B 250 Ikere-Ekiti, Ekiti State.

Tel: 030- 600020,610152

Website: Nil

Ekiti State University, Ado-Ekiti. EKSU

Mailing Address: P.M.B 5363, Ado- Ekiti, Ekiti State.

Tel: 030-250370, 250711,250026

Website: www.eksu.edu.ng

Osun State University, Osogbo, Osun State

Tel: 035203095, 0305203097

Website: www.uniosun.org

University Name: Anambra State University, Uli

Mailing Address: P.M.B. 02, Uli, Anambra State.

Website: www.ansu-edu.net, www.ansu.edu.ng

Taraba State University, Jalingo TSUJ

Mailing Address: P.M.B. 116, Jalingo, Taraba State Nigeria.

Website: www.tsujalingo.com

Enugu State University of Science and Technology, ESUTECH

Mailing Address: P.M.B 1660, Enugu, Enugu State.

Tel: 042-451319, 451253, 451244, 451264

Website: www.esut.edu.ng, www.esutportal.net

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Kebbi State University of Science and Technology, Aliro, Kebbi State. KSUSTA

Website: www.ksusta.edu.ng

Ladoke Akintola University of Technology, LAUTECH

Mailing Address: P.M.B. 4000, Ogbomoso, Oyo State.

Tel: 038-710340, 710776.


Website: www.lautech.edu.ng

Rivers State University of Science and Technology,

Mailing Address: P.M.B. 5080, Port-Harcourt, Rivers State.

Tel: 084-338508, 335823.

Website: www.ust.edu.ng

Ondo State University of Science and Technology, Okitipupo, Ondo State. OSUSTECH

Website: www.osustech.edu.ng

University of Science and Technology, Ifaki-Ekiti, Ekiti State. USTI

Website: www.usti.edu.ng

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APPENDIX C

Figure 1: Unemployment Rates in Nigeria 1995 to 2011

Source: Agu, Chiaha and Ikeme (2013, p.1)

Rate

s

Years

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

30

25

20

15

10

5

0

113

113

APPENDIX D

Reliability Coefficient for Strengths Cluster

Case Processing Summary

N %

Valid

Cases Excludeda

Total

10

10

10

100.0

.0

100.0

a. Listwise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach’s

Alpha

N of Items

.623 11

Reliability Coefficient for Opportunity Cluster


N %

Valid

Cases Excludeda

Total

10

10

10

100.0

.0

100.0



Cronbach’s

Alpha

N of Items

.521 11

Reliability Coefficient for Threats Cluster


N %

Valid

Cases Excludeda

Total

10

10

10

100.0

.0

100.0



Cronbach’s

Alpha

N of Items

.646 11

114

114

Reliability Coefficient for Weakness Cluster


N %

Valid

Cases Excludeda

Total

10

10

10

100.0

.0

100.0



Cronbach’s

Alpha

N of Items

.588 11

Reliability Coefficient for the Overall


N %

Valid

Cases Excludeda

Total

10

10

10

100.0

.0

100.0



Cronbach’s

Alpha

N of Items

.656 68

115

115

APPENDIX E

MEANS TABLES=ITEM1 ITEM2 ITEM3 ITEM4 ITEM5 ITEM6 ITEM7 ITEM8 ITEM9 ITEM10 BY

GROUP

/CELLS MEAN STDDEV COUNT.

Means [DataSet3] C:\Users\user\Desktop\New folder (2)\documents\SPSS DATA & RESULTS\PHD STRATEGIES FOR MGT OF ENTREPRENEURSHIP EDUC CHALLENGES.sav


Cases

Included Excluded Total

N Percent N Percent N Percent

ITEM1 * GROUP 149 100.0% 0 0.0% 149 100.0% ITEM2 * GROUP 149 100.0% 0 0.0% 149 100.0% ITEM3 * GROUP 149 100.0% 0 0.0% 149 100.0% ITEM4 * GROUP 149 100.0% 0 0.0% 149 100.0% ITEM5 * GROUP 149 100.0% 0 0.0% 149 100.0% ITEM6 * GROUP 149 100.0% 0 0.0% 149 100.0% ITEM7 * GROUP 149 100.0% 0 0.0% 149 100.0% ITEM8 * GROUP 149 100.0% 0 0.0% 149 100.0% ITEM9 * GROUP 149 100.0% 0 0.0% 149 100.0% ITEM10 * GROUP

149 100.0% 0 0.0% 149 100.0%

Report

GROUP ITEM1 ITEM2 ITEM3 ITEM4 ITEM5 ITEM6

LECTURERS

Mean 2.0822 3.3529 3.3162 1.3531 3.2721 3.3529

Std. Deviation .9500 .78438 .70661 .5611 .85606 .61499

N 136 136 136 136 136 136

COORDINATORS Mean 2.1001 3.7692 3.2308 1.2701 3.7692 3.1538 Std. Deviation .7011 .59914 .83205 .4503 .43853 .55470 N 13 13 13 13 13 13

Total

Mean 2.0899 3.3893 3.3087 1.3077 3.3154 3.3356

Std. Deviation .8270 .77731 .71565 .5011 .83898 .61083

N 149 149 149 149 149 149

Report

GROUP ITEM7 ITEM8 ITEM9 ITEM10

LECTURERS

Mean 3.3824 3.2721 3.3676 1.4926

Std. Deviation .74096 .81165 .85902 .78878

N 136 136 136 136

COORDINATORS Mean 3.7692 3.7692 3.7692 1.2308 Std. Deviation .43853 .43853 .59914 .43853 N 13 13 13 13

Total

Mean 3.4161 3.3154 3.4027 1.4698

Std. Deviation .72690 .79769 .84565 .76721

N 149 149 149 149

MEANS TABLES=ITEM11 ITEM12 ITEM13 ITEM14 ITEM15 ITEM16 ITEM17 ITEM18 ITEM19 ITEM20 ITEM21 ITEM22 ITEM23 ITEM24 ITEM25 ITEM26 BY GROUP

116

116

/CELLS MEAN STDDEV COUNT. Means [DataSet3] C:\Users\user\Desktop\New folder (2)\documents\SPSS DATA & RESULTS\PHD STRATEGIES FOR MGT OF ENTREPRENEURSHIP EDUC CHALLENGES.sav


Cases



ITEM11 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM12 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM13 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM14 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM15 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM16 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM17 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM18 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM19 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM20 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM21 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM22 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM23 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM24 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM25 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM26 * GROUP

149 100.0% 0 0.0% 149 100.0%

Report


LECTURERS

Mean 3.2206 3.4706 3.2647 3.3971 3.3971 3.3162

Std. Deviation .72716 .55699 .50531 .73313 .61197 .87519

N 136 136 136 136 136 136


Total

Mean 3.2148 3.4966 3.2550 3.4295 3.4295 3.3557

Std. Deviation .71247 .55293 .50877 .71900 .60689 .86269

N 149 149 149 149 149 149

117

117

Report


LECTURERS

Mean 1.2721 3.3015 3.3529 1.4033 3.2868 3.2426

Std. Deviation .44667 .83728 .78438 .7222 .74940 .88189

N 136 136 136 136 136 136


Total

Mean 1.2685 3.3423 3.3893 1.4201 3.2752 3.2886

Std. Deviation .44465 .82012 .77731 .6745 .73392 .86443

N 149 149 149 149 149 149

Report

GROUP ITEM23 ITEM24 ITEM25 ITEM26

LECTURERS

Mean 3.3382 1.8824 3.2574 3.4706

Std. Deviation .83640 1.14218 .64402 .55699

N 136 136 136 136

COORDINATORS Mean 3.7692 1.1538 3.1538 3.7692 Std. Deviation .59914 .37553 .55470 .43853 N 13 13 13 13

Total

Mean 3.3758 1.8188 3.2483 3.4966

Std. Deviation .82590 1.11533 .63572 .55293

N 149 149 149 149

MEANS TABLES=ITEM27 ITEM28 ITEM29 ITEM30 ITEM31 ITEM32 ITEM33 ITEM34 ITEM35 Means [DataSet3] C:\Users\user\Desktop\New folder (2)\documents\SPSS DATA & RESULTS\PHD STRATEGIES FOR MGT OF ENTREPRENEURSHIP EDUC CHALLENGES.sav


Cases



ITEM27 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM28 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM29 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM30 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM31 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM32 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM33 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM34 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM35 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM36 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM37 * GROUP

149 100.0% 0 0.0% 149 100.0%

118

118

Report


LECTURERS

Mean 3.3088 1.3529 3.2941 3.2794 3.3529 3.3382

Std. Deviation .84778 .56476 .87023 .84056 .66142 .53362

N 136 136 136 136 136 136


Total

Mean 3.3490 1.3289 3.3356 3.3221 3.3423 3.3221

Std. Deviation .82957 .55071 .85116 .83236 .67556 .53611

N 149 149 149 149 149 149

Report

GROUP ITEM33 ITEM34 ITEM35 ITEM36 ITEM37

LECTURERS

Mean 3.3971 3.2500 3.3897 3.3309 3.4044

Std. Deviation .54812 .69655 .77146 .71030 .76380

N 136 136 136 136 136

COORDINATORS Mean 3.7692 3.1538 3.7692 3.7692 3.7692 Std. Deviation .43853 .55470 .43853 .43853 .59914 N 13 13 13 13 13

Total

Mean 3.4295 3.2416 3.4228 3.3691 3.4362

Std. Deviation .54840 .68429 .75499 .70086 .75625

N 149 149 149 149 149

MEANS TABLES=ITEM38 ITEM39 ITEM40 ITEM41 ITEM42 ITEM43 ITEM44 ITEM45 ITEM46 BY GROUP /CELLS MEAN STDDEV COUNT. Means [DataSet3] C:\Users\user\Desktop\New folder (2)\documents\SPSS DATA & RESULTS\PHD STRATEGIES FOR MGT OF ENTREPRENEURSHIP EDUC CHALLENGES.sav


Cases



ITEM38 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM39 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM40 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM41 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM42 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM43 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM44 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM45 * GROUP

149 100.0% 0 0.0% 149 100.0%

ITEM46 * GROUP

149 100.0% 0 0.0% 149 100.0%

119

119

Report


LECTURERS

Mean 3.3456 3.3235 3.2868 3.2500 3.2426 3.3897

Std. Deviation .63688 .81543 .92623 .84984 .72517 .72186

N 136 136 136 136 136 136


Total

Mean 3.3356 3.3624 3.3289 3.2483 3.2349 3.4228

Std. Deviation .65358 .79877 .91121 .84555 .71082 .71831

N 149 149 149 149 149 149

Report

GROUP ITEM44 ITEM45 ITEM46

LECTURERS

Mean 2.0701 3.1765 1.2682

Std. Deviation .7544 .86822 .4501

N 136 136 136

COORDINATORS Mean 2.2001 3.1538 1.1803 Std. Deviation .6733 .55470 1.1203 N 13 13 13

Total

Mean 2.3244 3.1745 1.2344

Std. Deviation .8822 .84415 .7933

N 149 149 149

Means [DataSet1] C:\Users\user\Desktop\New folder (2)\documents\SPSS DATA & RESULTS\PHD STRATEGIES FOR MGT OF ENTREPRENEURSHIP EDUC CHALLENGES.sav


Cases



STRENGTHOFENT * GROUP

149 100.0% 0 0.0% 149 100.0%

OPPORTUNITIESOFENT * GROUP

149 100.0% 0 0.0% 149 100.0%

THREATSOFENT * GROUP

149 100.0% 0 0.0% 149 100.0%

WEAKNESSESOFENT * GROUP

149 100.0% 0 0.0% 149 100.0%

Report

GROUP STRENGTHOFENT

OPPORTUNITIESOFENT

THREATSOFENT

WEAKNESSESOFENT

LECTURERS

Mean 3.1382 3.1135 3.1544 3.2868

N 136 136 136 136

Std. Deviation .41830 .34386 .38463 .48978

COORDINATORS

Mean 3.3385 3.2596 3.3636 3.4530 N 13 13 13 13 Std. Deviation .25344 .25496 .23764 .39142

Total

Mean 3.1557 3.1263 3.1727 3.3013

N 149 149 149 149

Std. Deviation .40991 .33888 .37820 .48317

120

120

T-TEST GROUPS=GROUP(1 2) /MISSING=ANALYSIS /VARIABLES=STRENGTHOFENT /CRITERIA=CI(.95). T-Test [DataSet3] C:\Users\user\Desktop\New folder (2)\documents\SPSS DATA & RESULTS\PHD STRATEGIES FOR MGT OF ENTREPRENEURSHIP EDUC CHALLENGES.sav

Group Statistics

GROUP N Mean Std. Deviation Std. Error Mean

STRENGTHOFENT LECTURERS 136 3.0511 .5543 .0333

COORDINATORS 13 3.2333 .2511 .0619

Independent Samples Test

Levene's Test for Equality of Variances

t-test for Equality of Means

F Sig. T Df

STRENGTHOFENT

Equal variances assumed 1.885 .172 -1.7211 147

Equal variances not assumed

-1.737 18.949



Sig. (2-tailed) Mean Difference

Std. Error Difference

STRENGTHOFENT

Equal variances assumed .150 -.20023 .11825


.151 -.20023 .07891



95% Confidence Interval of the Difference

Lower Upper

STRENGTHOFENT Equal variances assumed -.43392 .03347

Equal variances not assumed -.36542 -.03503

T-TEST GROUPS=GROUP(1 2) /MISSING=ANALYSIS /VARIABLES=OPPORTUNITIESOFENT /CRITERIA=CI(.95).

121

121

T-Test [DataSet3] C:\Users\user\Desktop\New folder (2)\documents\SPSS DATA & RESULTS\PHD STRATEGIES FOR MGT OF ENTREPRENEURSHIP EDUC CHALLENGES.sav

Group Statistics


OPPORTUNITIESOFENT

LECTURERS 136 3.1544 .3833 .0311

COORDINATORS 13 3.3610 .2400 .0633



t-test for Equality

of Means

F Sig. t

OPPORTUNITIESOFENT

Equal variances assumed .729 .395 -1.921


-1.912



df Sig. (2-tailed) Mean Difference

OPPORTUNITIESOFENT

Equal variances assumed 147 .068 -.14610


16.491 .071 -.14610





Lower Upper

OPPORTUNITIESOFENT



.07661 -.30813 .01592

T-TEST GROUPS=GROUP(1 2) /MISSING=ANALYSIS /VARIABLES=THREATSOFENT /CRITERIA=CI(.95).

122

122


Group Statistics


THREATSOFENT

LECTURERS 136 3.1544 .38463 .03298

COORDINATORS 13 3.3636 .23764 .06591




F Sig. t Df

THREATSOFENT

Equal variances assumed 1.434 .233 -1.923 147


-2.839 18.658



Sig. (2-tailed) Mean Difference Std. Error Difference

THREATSOFENT



.011 -.20922 .07370




Lower Upper

THREATSOFENT Equal variances assumed -.42425 .00580

Equal variances not assumed -.36368 -.05477

T-TEST GROUPS=GROUP(1 2) /MISSING=ANALYSIS /VARIABLES=WEAKNESSESOFENT /CRITERIA=CI(.95).

123

123


Group Statistics


WEAKNESSESOFENT

LECTURERS 136 3.2622 .6411 .0324

COORDINATORS 13 3.1500 .55100 .1022



t-test for Equality

of Means

F Sig. t

WEAKNESSESOFENT

Equal variances assumed .357 .551 -1.221


-1.244



df Sig. (2-tailed) Mean Difference

WEAKNESSESOFENT

Equal variances assumed 147 .331 -.16623


15.829 .321 -.16623





Lower Upper

WEAKNESSESOFENT



.11640 -.41320 .08075

ia nguwasen - University Of Nigeria Nsukka

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