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Ayanlola, Atanda Luqman, and Ugwulebo Jeremiah Emeka. "Graduate Joblessness: Conviction for Entrepreneurship Studies in Library and Information Science Programme of Nigerian Tertiary Institutions." International Journal of Sociology 2, no. 1 (2021): 52–63. http://dx.doi.org/10.47604/ijs.1210.
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Purpose: The purpose of the study was to understand what the Nigerian graduates are passing through, most especially graduate of library and information science programme of Nigerian tertiary institutions.
Findings: The statistics of unemployed graduates in Nigeria as at 2011 showed that a disheartening figure of 42.7 million with over 1,8 million graduates churned out of our higher institutions yearly. It was further revealed that the unemployment rate in Nigeria stood at 38 percent in 2013 with further increase expected in succeeding years. The slow rate of economic growth and undeveloped private sector, faulty manpower planning, high expectations of the fresh graduate attitude towards some types of jobs, recruitments, the quest for higher education, inadequate educational curricular, immobility of labour, the long period of initial unemployment among graduates of higher institution, use of capital intensive technology, wide rural-urban migration
Conclusion: It is evident that entrepreneurship education is important for Library and Information Science students in higher institution of learning. The training of Library and Information Science students must reflect the 21st century development in the field which is influenced by the emergence of Information Technology, hence, Library and Information Science students must have computer proficiency, familiarity with metadata, database management and application, web development and design, knowledge of electronic resources and services
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Okolie, Ugochukwu Chinonso, Chinyere Augusta Nwajiuba, Michael Olayinka Binuomote, Christian Ehiobuche, Ntasiobi Chikezie Nwankwo Igu, and Ogungboyega Suliyat Ajoke. "Career training with mentoring programs in higher education." Education + Training 62, no. 3 (2020): 214–34. http://dx.doi.org/10.1108/et-04-2019-0071.
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PurposeThis study explores how career training with mentoring (CTM) programs work in Nigerian higher education (HE) institutions to foster students' career development and employability of graduates. It also explores how Nigerian HE curriculum can be adequately used to facilitate CTM as well as possible constraints to effective implementation of CTM programs in Nigerian HE institutions.Design/methodology/approachThe study draws on interviews with well-qualified and experienced experts from six Nigerian public universities (each from the 6 geo-political zones of Nigeria), and 20 industries also within the same 6 geo-political zones of Nigeria that were selected for this study using a purposeful sampling technique. The study interviewed 33 experts comprising 21 senior academics at Nigerian universities and 12 industry executives to reveal substantial information about CTM programs in Nigerian HE institutions.FindingsDrawing on the three key themes that emerged during the thematic analysis and linked to social cognitive career theory, it is clear that participants are convinced that CTM can enhance clarity about students' career ambitions, career interests, personal development plans and employability. Findings show that there are some career-related programs or activities that Nigerian HE students are presented with, but the programs have not been effective as to offer graduates quality career guidance and employability skills that employers demand. Acknowledging these, participants recommend establishing CTM centres in all Nigerian HE institutions to provide students with the opportunity to receive quality career advice, coaching and mentoring services while schooling.Practical implicationsThe findings of this study shed light on varying resources required to cope with the demands of labour market in terms of supply of competent workforce that can contribute to Nigeria's economic growth and development. The findings are highly relevant for Nigeria and other developing countries' policy and research initiatives that aim to promote social inclusion and equity and improve better working conditions for all. The findings also have implications for career development and employability of HE graduates in developing world context.Originality/valueUnderstanding the role that CTM programs can play in facilitating career development and graduate employability can arguably be of importance within the developing world context. This study, therefore, provides significant suggestions on how to build sustained HEIs and labour market partnership to foster career development and employability of HE graduates through establishing CTM centres in every Nigerian HE institutions.
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Lawal, Vicki. "Reflective Practice and Vocational Training at the Nigerian Law School: An Analysis of the Placement Exercise." International Journal of Legal Information 41, no. 3 (2013): 283–308. http://dx.doi.org/10.1017/s0731126500011902.
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This paper examines the use of reflection as a qualitative research method within the system of legal education in Nigeria. It analyzes the importance of reflection as a way of encouraging participation in professional roles in the legal workplace. The article is based on a research study conducted among graduate law students who were undergoing professional training at the Nigerian Law School. The study employed a case study research design while the methodology involved the administration of structured questionnaires and the use of reflective journals produced by the students. This article focuses on the findings obtained from the reflective journals and provides an understanding of the value of reflection in information literacy skills development in the legal workplace in Nigeria.
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Duze, Chinelo O. "An Analysis of Problems Encountered by Post-graduate Students in Nigerian Universities." Journal of Social Sciences 22, no. 2 (2010): 129–37. http://dx.doi.org/10.1080/09718923.2010.11892793.
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BASHAR, SA'ADU ISA, Abdulmumini INDA, and Ramatu Muhammad MAIWADA. "PERCEIVED EFFECTS OF CORONA-PHOBIA AND MOVEMENT CONTROL ORDER ON NIGERIAN POSTGRADUATE STUDENTS IN UNIVERSITI TEKNOLOGI MALAYSIA." Asia Proceedings of Social Sciences 6, no. 2 (2020): 117–20. http://dx.doi.org/10.31580/apss.v6i2.1307.
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The purpose of this study was to investigate the effects of Corona-phobia and MCO on the Nigerian graduate students in the Universiti Teknologi Malaysia. The study was quantitative and descriptive survey in design. The population of the study was 380 graduate students in the UTM. A total of 191 participants were selected randomly as the sample for the study. The study used an online questionnaire for data collection. Its validity and reliability were 0.7 and 0.8 respectively. Data was analyzed using descriptive statistics (mean and standard deviation). After the analysis, the findings revealed that both corona-phobia and MCO have effects on the students because they resulted in hopelessness, fear and stigma coupled with affecting the educational undertakings of the students. It is thus recommended that the authorities of the institution should introduce online services, academic activities and programmes to enable continuity of the educational activities during the pandemic period and reduce redundancy, anxiety and depression among the students.
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Isa, Muhammad Umar, Yusri Bin Kamin, and Yusri Bin Kamin. "Integrating Project Based Learning into Woodwork Technology Education in Nigerian Tertiary Institutions." Asia Proceedings of Social Sciences 4, no. 3 (2019): 59–61. http://dx.doi.org/10.31580/apss.v4i3.854.
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Project based learning (PoBL) is a constructivism learning approach that focuses around student centred learning. PoBL has been found to be effective in different tertiary institutions of learning across the globe. However, in spite the effectiveness of PoBL, it has not been adopted in Nigerian tertiary institutions. Therefore, the purpose of this study is to investigate the effective strategies for integrating PoBL in teaching and learning Woodwork Technology Education (WTE) at tertiary institutions in Nigeria. Three research questions were posed in this study. A mixed method approach involving both quantitative and qualitative method was employed for the study. The sample of the study comprised 50 in-service postgraduate students from Nigerian tertiary institutions studying Technical Vocational Education and Training (TVET) in Universiti Teknologi Malaysia for the quantitative aspect, and 9 in-service post graduate students for the qualitative part. A 16-item structured questionnaire was used for quantitative data collection while semi structured interview was used for qualitative data collection. Data was analyse using the SPSS software version 24 to analyse quantitative data and NVIVO 12 was used for qualitative data analysis. The findings of the study revealed that traditional instructional approach is the predominant method used in teaching and learning WTE at tertiary institutions in Nigeria. It was also revealed from the findings that PoBL encourage student ownership of learning, enhances students critical thinking, effective collaboration and communication. The findings from the study also revealed that restructuring of WTE curriculum at tertiary institutions in Nigeria to focus on a learner centred approach, as well as organising seminars and workshops for WTE lecturers to be acquainted with the application of PoBL in WTE teaching and learning were among the effective strategies for integrating PoBL in teaching and learning WTE at tertiary institutions in Nigeria. Finally, this paper calls for the integration of PoBL into the teaching and learning of WTE at Universities, Polytechnics and Colleges of education in Nigeria for effectiveness in skills acquisition.
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Muhammad, Aliyu Dahiru, and Muhammad Ibrahim Abdullahi. "Assessing the Need of Islamic Economics Curriculum In the Nigerian Universities: The Case of Bayero University, Kano." IIUM Journal of Educational Studies 4, no. 2 (2016): 52–69. http://dx.doi.org/10.31436/ijes.v4i2.105.
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The persistent deterioration of trust among managers of the economy in one hand and the declining confidence level of the public on economic and financial institutions in the country calls for the need to assess the type of economic graduates Universities in Nigeria produce. In other words, does our Universities produce economists that are skillful in the industry but lacks ethical as well as moral values? To answer these questions there is need to examine the University curriculum so as to know the existence or otherwise of courses that enhance skills and those that enhance values. The objective of this study therefore is to assess the need for Islamic economics curriculum that contains sufficient courses for not only building graduate economic and analytical skills but also the courses that are relevant for ethical development of a graduate. Bayero University Kano, though not an Islamic University per se but is well rooted in the values of Islam historically and in the programmes the University offers to students from various field of Islamic revealed knowledge. The paper being exploratory in nature gathers data from both primary and secondary sources. The primary data was gathered from survey of the respondents that include both academic staff and students of the Department of Economics, B.U.K. The secondary data will be sourced from books, contemporary articles, conference proceedings, reports and curriculum of the department as well as Islamic economics curriculum from relevant Universities in the Muslim world. Based on logistic Regressions, the findings from this study show that there is need for Islamic economics curriculum to improve the ethical and moral stand of the students, especially after graduation. The result paves way for updating economics curriculum for the Bachelor of Science Economics and sheds some lights to other Universities that share the same characteristics with Bayero University Kano. ,
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U, Amahi Fidelis. "Enhancing Quality Assurance through Harmonization of Business Education Curricular in Nigerian Universities and Avoiding Functional Dilemmas of Expectations and Realities." Journal of Education and Vocational Research 5, no. 3 (2014): 101–7. http://dx.doi.org/10.22610/jevr.v5i3.158.
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The paper focuses on enhancing quality through the harmonization of business education curricular across the globe and Nigerian universities in particular. 35 graduate students from three tertiary institutions were randomly selected and 15 lecturers in business education were the sample subjects. The survey method was used to determine the effects of lack of uniformity in business education curriculum at graduate level the mean and standard deviation were used to analyze the items. The t-test statistics method was also used. It was found out that there was lack of uniformity in the curricula of business education at graduate level among other things. The paper recommends that supervisory authorities should harmonize the curricula of business education to ensure uniformity in tertiary institutions particularly at graduate level and to enhance and ensure quality of the programme. It also recommends that 80% of the course content in the core option areas be incorporated into the curriculum to enhance performance and learning outcome and avoid functional dilemma of expectation and realities.
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Adesola, Sola, Birgit den Outer, and Sabine Mueller. "New entrepreneurial worlds." Journal of Entrepreneurship in Emerging Economies 11, no. 4 (2019): 465–91. http://dx.doi.org/10.1108/jeee-08-2018-0076.
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Purpose The purpose of this paper is to determine if and how role models presented in entrepreneurship education can influence students’ entrepreneurial activity given that the lack of financial and material means render most role models unattainable. Design/methodology/approach Data were collected in three stages from an entrepreneurship workshop programme held in Lagos, Nigeria. Nigerian and European undergraduate and graduate business students worked together to develop sustainable business ideas for the European and African market. In this exploratory paper, the emphasis for analysis is on the Nigerian students. Findings Based on the research results, the authors identified four types of role models and gained insight into how and why they could inspire students at different stages of entrepreneurship education. Research limitations/implications This research is highly contextual with an emphasis on Europe and Africa. Given the relatively small sample of the European students in this study, this paper only presents findings from the Nigerian students. In view of time and sample size constraints, it would be useful to do a longitudinal international study to compare the approaches taken by European and African higher education institutions to develop an understanding of role models in entrepreneurship education and entrepreneurial activity. Further study is needed to explore whether role models are the way forward to address the processes of student entrepreneurial learning in the context of entrepreneurship education in Nigeria. Further work could also uncover deeper convictions, the attitudes of students with regard to race and gender, and consider implications for practice between university and industry. Practical implications The paper contributes to the development of entrepreneurship education in the context of Nigeria’s emerging economy and makes suggestions on how to stimulate entrepreneurial activity through the targeted use of role models. Social implications In view of financial, material or societal constraints to attain role models, the result of this study can be applied in other African contexts or emerging economies to develop the understanding of the relationship between role models in the industry, higher education practices and government policy. The findings of this study show that the highest impact gained is from “real-life” exchanges between students and entrepreneurs. Originality/value Traditional entrepreneurship education fails because the learner’s process of integrating and applying behaviours of entrepreneurial examples and programmes is opaque. Research on role models suggests that where they have a positive impact is where they are perceived as self-relevant and attainable. This idea is explored in the particular context of entrepreneurship education in Nigeria in West Africa, which is characterised by highly limited and fluctuating resources despite Nigeria’s relative wealth. The authors conclude with suggestions for the use of role models in entrepreneurship education, especially in the Nigerian higher education context. This paper, therefore, contributes to research on entrepreneurship role model education in emerging economies.
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Ella, Regina Etita, Emon Duke, Ekpoawan Esienumoh, Victoria Nyah, and Victoria Kalu Uka. "Cervical Cancer Screening amongst Female Nursing Students in a Tertiary Institution, in South South Nigeria." Global Journal of Health Science 12, no. 1 (2019): 165. http://dx.doi.org/10.5539/gjhs.v12n1p165.
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INTRODUCTION: Developing countries have more challenges of cervical cancer among young women of reproductive age group. Good knowledge and practices of cervical cancer screening (CCS) among nursing students who graduate to become professional nurses can reduce the escalating incidence and high mortality among Nigerian women.
METHODS: The study examined knowledge, attitude and practice of cervical cancer screening among female undergraduate nursing students in Department of Nursing Science, University of Calabar, Nigeria. Using simple random sampling technique a sample size of 212 nursing students was selected. Data was collected through a researchers developed and validated questionnaire titled Undergraduate nursing students knowledge attitude and practice of cervical cancer screening questionnaire (UNSKAPCCSQ). Simple frequencies and percentages were used to analyze data.
RESULTS: Undergraduate nursing students had good knowledge (93.3%) of cervical cancer screening. The students exhibited poor attitude towards cervical cancer screening as only (26.7%) displayed positive attitude, while majority (73.3%) did not find it necessary to screen. Only (5%) had been screened for cervical cancer while (95%) did not undergo any screening test.
CONCLUSION: Female undergraduate nursing students’ good Knowledge of cervical cancer screening did not translate to positive attitude and practice. Cervical cancer screening education should be intensified for nursing students. CCS should be a mandatory exercise for all newly admitted female undergraduate in the university. Nursing students should be made to participate actively in raising awareness on cervical cancer screening and management.
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I. T., Afolabi, Adeyeye O. M., and Ayo C.K. "VIRTUAL LEARNING IN NIGERIAN UNIVERSITIES." International Journal for Innovation Education and Research 2, no. 2 (2014): 40–49. http://dx.doi.org/10.31686/ijier.vol2.iss2.144.
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Currently, local area network (LAN) is commonplace in the Nigerian tertiary institutions and can be a good platform for distributing and disseminating instructional materials. Thus, this paper proposes to improve the quality of academics through online provision of learning resources based on Free and Open Source Software (FOSS); wired and wireless access to contents; and availability of the system 24/7. The system is based on third party software or FOSS called phpBB and Windows 2003 Server Active Directory Services. Both are installed and configured on an intranet. It has a discussion forum which is accessed through Hypertext Transfer Protocol using a web browser; and directory services for files/folders upload and download based on a set of privilege levels in Discretionary Access Control List (DACL) as a way of improving security. The system leads to the development of a virtual campus in Covenant University. Also, it has helpedimprove the quality of teaching by making lecture notes availably on the intranet, lecturer/studentinteraction, accessibility to teaching materials and reduce student’s idle time. The system helps in no small measure to correct the problems plaguing the educational sector such as examination malpractice, decline standards of education and cultism, as students are gainfully engaged in academic and social activities. The creation of a virtual campus would enhance the level of e-participation, and e-readiness of the graduate for the employment market. In particular, it bridges the divide between the developed and the developing nations.
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Ladebo, Olugbenga J. "Relationship between Citizenship Behaviors and Tendencies to Withdraw among Nigerian Agribusiness Employees." Swiss Journal of Psychology 64, no. 1 (2005): 41–50. http://dx.doi.org/10.1024/1421-0185.64.1.41.
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This study examines the effects of diminished levels of citizenship behaviors and Type A behavioral pattern (TABP) on quit intentions and withdrawal behaviors of employees in diverse agricultural occupations. Participants were 191 post-graduate students at the University of Agriculture, in Southwestern Nigeria. Bivariate correlation shows that trait TABP is positively related to employee loyalty and participation. Hierarchical moderated multiple regression results indicate that trait TABP is unrelated to either quit intentions or withdrawal behaviors; loyalty behavior is inversely related to quit intentions and employee participation is negatively related to withdrawal behaviors. Trait TABP moderates the relationship between participation and withdrawal behaviors. The reluctance of an employee to exhibit loyalty and participatory behaviors may be an indication that s/he is willing to leave the job or engage in withdrawal behaviors.
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Eze, Titus, Sunny Nwakanma, and Jacinta Ifeoma Obidile. "Post-Graduate Studies Completion Time in Vocational and Technical Education Programmes in South-South Nigerian Universities: Students’ Related Determinants." International Journal of Vocational Education and Training Research 6, no. 2 (2020): 34. http://dx.doi.org/10.11648/j.ijvetr.20200602.13.
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Udoye, Nneka Rita, and Victor Etim Ndum. "Reinvigorating Business Teacher Education towards Self-Reliance in Nigeria." International Letters of Social and Humanistic Sciences 19 (December 2013): 130–39. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.130.
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Any form of education that does not equip its beneficiaries with skills to be self-reliant is a faulty system of education. Business education must be ready to offer recipients functional education that will enhance performance as well as assist them to contribute meaningfully to the economic development of the country. This calls for education that will equip the students upon graduation to be fitted in the dynamic society. This includes the acquisition of skills in areas that will be useful to business students and make them self-reliant, independent and productive citizens of the society. Today the developments of Nigerian educational system and students’ academic achievements have placed many demands on the effectiveness of business teachers. One of the demands is that schools should graduate students with employable skills. From an entrepreneurial perspective, the main aim of any business education is to improve the capability of the students to identify good business opportunities, evaluate these opportunities in terms of feasibility, and visualize a business model that can be commercialized. This paper examined the concepts of business education, business teacher education, self-reliance and dwelled extensively on modalities that could enhance business teacher education towards self-reliance. It is recommended among others that the curriculum developers should integrate those key areas that will help the students and ‘would be’ teachers to acquire necessary skills needed for sustenance of one’s life and the society at large.
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Gates, Henry Louis. "Introduction: “Tell Me, Sir, … What Is ‘Black’ Literature?”." Publications of the Modern Language Association of America 105, no. 1 (1990): 11–22. http://dx.doi.org/10.1632/s0030812900069431.
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For those of us who were students or professors of African or African American literature in the late sixties or through the seventies, it is a thing of wonder to behold the various ways in which our specialties and the works we explicate and teach have moved, if not exactly from the margins to the center of the profession of literature, at least from defensive postures to a position of generally accepted validity. My own graduate students often greet with polite skepticism an anecdote I draw on in the introduction to my seminars. When I was a student at the University of Cambridge, Wole Soyinka, recently released from a two-year confinement in a Nigerian prison, was on campus to deliver a lecture series on African literature (collected and published by Cambridge in 1976 under the title Myth, Literature, and the African World). Soyinka had come to Cambridge in 1973 from Ghana, where he had been living in exile, ostensibly to assume a two-year lectureship in the faculty of English. To his astonishment, as he told me in our first supervision, the faculty of English apparently did not recognize African literature as a legitimate area of study within the “English” tripos, so he had been forced to accept an appointment in social anthropology, of all things! (Much later, the distinguished Nigerian literary scholar Emmanuel Obiechina related a similar tale when I asked him why he had taken his Cambridge doctorate in social anthropology.) Shortly after I heard Soyinka's story, I asked the tutor in English at Clare College, Cambridge, why Soyinka had been treated this way, explaining as politely as I could that I would very much like to write a doctoral thesis on “black literature.” To which the tutor replied with great disdain, “Tell me, sir, … what is black literature?” When I responded with a veritable bibliography of texts written by authors who were black, his evident irritation informed me that I had taken as a serious request for information what he had intended as a rhetorical question.
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Hargreaves, J. D. "African History: The First University Examination?" History in Africa 23 (January 1996): 467–68. http://dx.doi.org/10.2307/3171957.
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The first generation of history students from Africa to graduate from British universities inevitably had to face extended examinations, with specialized papers largely centered on European history. When Kenneth Onwuka Dike arrived in Aberdeen University in 1944 he had already contended successfully at Fourah Bay College with the Durham syllabuses for the General BA. Now, however, thanks to the goodwill of Professor J. B. Black (best known as author of The Reign of Elizabeth in the standard Oxford History of England), he obtained permission to sit what was probably the first examination on the history of tropical Africa to be set by any European university.In a lecture delivered almost thirty years later Dike recalled:cautiously approaching my Head of Department, the late Professor J B Black, and mildly protesting that of the thirteen final degree papers I was required to offer in the Honours School of History, not a single paper was concerned with the history of Black people. I requested that in place of the paper on Scottish constitutional law and history, which I found intolerably dull, I should be permitted to offer the History of Nigeria. The old professor took off his glasses, uttered not a word, but from the way he looked at me demonstrated that he was not a little shocked by my temerity, nevertheless, and after a series of animated discussions, the Department of History, to its great credit, accepted my proposal. Since there was no one competent to teach Nigerian history at Aberdeen, they sent me to Oxford during the summer months to study under Dame Margery Perham and Professor Jack Simmons.
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Okolie, Ugochukwu Chinonso, Paul Agu Igwe, Chinyere Augusta Nwajiuba, et al. "Does PhD qualification improve pedagogical competence? A study on teaching and training in higher education." Journal of Applied Research in Higher Education 12, no. 5 (2020): 1233–50. http://dx.doi.org/10.1108/jarhe-02-2019-0049.
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PurposeThere has been much debate in recent times about the factors that improve the quality of teaching in higher education (HE) institutions. This has been especially fueled by the increasing importance attached to Doctor of Philosophy (PhD) qualification. To fill the existing gap in the current literature in this regard, this study aims to investigate whether HE teachers (lecturers) who undergo pedagogical training (PT) in addition to obtaining PhD qualification possess higher knowledge and pedagogical competencies (PCs) than those that relied only on having PhD qualification without further teaching qualifications.Design/methodology/approachDrawing upon data collected through a structured questionnaire administered to 1,174 Nigerian HE teachers in various disciplines from 39 HE institutions, in addition to two focus groups, the study adopts a mixed-methods research. The quantitative data were analyzed descriptively while qualitatively data were coded, transcribed verbatim, and analyzed thematically.FindingsThis article proposes that teachers who undergo PT in addition to obtaining PhD tend to have more PCs and perform better than those that have not undergone any form of PT. Also, it found a statistically significant difference between PCs of HE teachers who have undergone PT in addition to PhD qualification from those without PT. The implication is that teachers who have undergone PT are more effective in facilitating teaching and learning than those who have not completed PT.Research limitations/implicationsDespite the merits of the mixed-methods research, a major limitation of this study is the failure to compare students' achievements or successes based on the two distinct samples. However, the limitations create opportunities for further studies into the subject matter.Originality/valueThis study is timely, given that Nigeria (like many African countries) has a low quality HE system and low graduate outcomes (related to knowledge, employability, and skills). More so, research into pedagogical content knowledge (PCK) and practices are rare or nonexistent in the literature related to Nigeria and other African countries' HE system.
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Undiyaundeye, Florence, and Ekpungu Anselm Otu. "Entrepreneurship Skills Acquisition and the Benefits amongst the Undergraduate Students in Nigeria." European Journal of Social Sciences Education and Research 4, no. 1 (2015): 9. http://dx.doi.org/10.26417/ejser.v4i1.p9-14.
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There is this colonial mentality among the first generation graduates in Nigeria where there has been a craze for white collar office work alone. In recent times, the Nigeria graduates have faced a lot of frustrations from lack of achieving the white collar job so to speak. This paper is advocating the adoption of re-positioning the economic development and entrepreneurial drive for job creation, wealth creation and global competitiveness of Nigeria youths and graduates. The basic truce of this paper is to enhance a match between theory and practice as facilitated by research and development centers in the Nigerian universities to serve as a technology laboratory and incubate entrepreneurship skills. The entrepreneurship education as a compulsory course in some Nigerian university system is actually viewed as a means to empower the youths through entrepreneurship education. The paper critically looked at the role of entrepreneurship education. The purpose is to equip the individual and create the mindset to undertake the risk of venturing into applying the knowledge and skills gotten from school. Other issues like the provision of individuals with enough training to enable creativity and innovation relevant to skill acquisition to encourage self-employment and self-reliant were x-rayed. Some techniques like industrial training exercise, workshop and seminar, excursion as a vehicle in the youth empowerment and eradication of poverty and extreme hardship were mentioned. Challenges like inadequate funding, lack of training personnel and men availability of equipment were identified as issues facing entrepreneurship education. Recommendations like entrepreneurial base curriculum at all levels of education, provision of enabling environment for entrepreneurial development required for economic advancement and youth empowerment should be the key focus in Nigeria for youths and graduates from various tertiary schools as applicable.
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Ogbiji, Joseph Etiongbie. "Implementation of Entrepreneurship Education Programme in Tertiary Educational Institutions and Graduate Employment in Nigeria: The Perspective of Cross River State." International Journal of Human Resource Studies 8, no. 3 (2018): 254. http://dx.doi.org/10.5296/ijhrs.v8i3.13496.
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This research investigated the effects of the implementation of Entrepreneurship Education (ENT) programme among tertiary education institutions in Nigeria on graduates employment, with particular reference to Cross River State. Entrepreneurship Education programme was made mandatory for all tertiary educational institutions in Nigeria from 2007/2008 academic session as an antidote to the scourge of graduates unemployment in the country. Four research questions which investigated the extent of programme implementation, inculcation of love for entrepreneurship, graduates self-employment and general students perception of the programme were used to carry out the study. The study population compressed 26,000 graduates projected to have graduated from the four tertiary educational institutions in Cross River State within the ten years of the programme implementation. Using ex-post facto research design, a sample of 2,600 representing 10 percent of the population was studied, using 11-item researcher-made questionnaire titled “Entrepreneurship Education and Graduates Employment Questionnaire” Data analysis was done using simple percentages. The findings reveal that ENT is widely implemented (67.78%) among tertiary educational institutions; the course is not well taught (61.94) among schools; that there were no industrial experience or visits by learners (76.79%) but that the course has introduced learners to many trades (59.27) and that some beneficiaries of the course have becomes self-employed through the inspiration drawn from it (9.93%). There is a consensus view that the course holds great potentials for graduate employment (90.90%). From the findings it was concluded that ENT has great prospects for graduates self-employment and accordingly recommended for improvement in programme implementation.
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Banner, Terron. "Columbus Africentric Early College: Building the Black identity through art and culture." Visual Inquiry 10, no. 1 (2021): 65–88. http://dx.doi.org/10.1386/vi_00026_1.
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This article examines the Columbus Africentric Early College public school from multiple perspectives, including that of the founder, the architect and a graduate of the school, to better understand the school’s cultural impact. A thematic analysis of those viewpoints, coupled with the philosophical framework outlined in the Kaiwada theory, will provide a theoretical and practical context of effective teaching–learning environments. Furthermore, this article will analyse Columbus Africentric Early College as a physical and virtual space where formal and informal learning occurs through responsive education. Responsive education is a term used to describe the type of education that is sensitive, aware and critical of the lived experiences and societal influences that affect students and their respective communities. Columbus Africentric Early College, founded by Charles Tennant, opened its doors in 1996 in downtown Columbus, Ohio, and recently relocated to a 55-acre, $45-million ‘urban campus’ created by Nigerian architect Kay Onwuke. Columbus Africentric Early College is guided by the African spiritual principles and value systems of Maat and Nguzo Saba, which are reinforced through the school’s teaching, art and architecture that is designed for the transmission of culture. Columbus Africentric Early College is the nation’s only public Africentric school and provides a proven curricular model that implements culturally relevant and responsive pedagogy manifested through a non-western and non-Eurocentric perspective.
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Adebanji, Bankole, Bamide Olusola Ogunlade, and Kayode James Adebayo. "Enhancing the Quality of Engineering Undergraduates through Effective Entrepreneurship Skills." European Journal of Education and Pedagogy 2, no. 4 (2021): 1–5. http://dx.doi.org/10.24018/ejedu.2021.2.4.141.
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The rate of unemployment in Nigeria is increasing everyday with almost two million young graduates entering into the labour markets every year. This is indeed very worrisome! This paper discussed the issues of unemployment among graduates and the need to create an enabling environment for new start-ups. The study used a descriptive research design of survey type in assessing the impacts of entrepreneurship skills on Nigerian engineering students. Sample size consisted of 132 lecturers selected from (public and private) universities and a polytechnic in Ado Ekiti, Nigeria. Questionnaire on Impact of Entrepreneurial Skills on Engineering Students (QIESES) was used to collect data. Test-retest method was used to determine reliability of the instrument, a coefficient of 0.81 was obtained. Data collected were analyzed using descriptive and inferential statistics such as frequency count, mean, standard deviation (SD) and T-test. The study revealed that public and private institution lecturers’ perception has significant effect on the challenges facing the implementation of entrepreneurial education in Nigerian tertiary institutions. It was therefore recommended that tertiary institutions should fulfill its roles as a major catalyst for technological advancement and economic growth. There is need to bring in to teaching, lecturers that are entrepreneurial inclined to develop study programs that enable students’ creativity, initiative thinking and enhances original leadership thinking.
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Okolie, Ugochukwu Chinonso, Hyginus Emeka Nwosu, and Sunday Mlanga. "Graduate employability." Higher Education, Skills and Work-Based Learning 9, no. 4 (2019): 620–36. http://dx.doi.org/10.1108/heswbl-09-2018-0089.
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Purpose Following the outcry of several employers that many higher education (HE) graduates do not possess employability skills and therefore are not employable, the purpose of this paper, therefore, is to examine what the labour market (LM) actually demands from the higher education institutions (HEIs) and how the demands of the LM can be met by the HEIs in Nigeria. Design/methodology/approach The study is based on interviews and focus group with 28 university professors, executives of the students’ industrial work scheme (SIWES), industry executives, executive officers of the Directorate of Employment and the HE course/programme leaders that revealed substantial information about what the LM actually requires from the HE, and how the HE can meet the demands of the LM in terms of supply of quality graduates. Findings The key findings reveal that with adequate teaching resources and competent teachers, graduate employability skills (technical and soft), which the LM demands from the HEIs, can be imparted to the students. Concerning LM and HEIs partnerships, it is found that understanding the demands of the LM by the HEIs can enhance the graduates’ outcomes and their prospects in the LM. Research limitations/implications The study argues that the graduate employability is still relevant to the existing practice, but further engagement and research surrounding how the HEIs in the developing countries, especially Nigeria, can meet the actual demands of the LM in terms of competent graduates are needed to examine this range of HE. Originality/value The study provides significant suggestions on the improvement needs of the HE teachers to inspire and motivate students to increase the knowledge (know-how), skills (how to do), self-efficacy (effectiveness) and qualities (technical and creative knowledge) required by the LM.
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Chinyere, Nwankwo, Madeleine, and F. N. Nnajiofor. "Entrepreneurship Education: A Veritable Tool for Employment Generation Among Faculty of Education Graduates, Nnamdi Azikiwe University, Awka, Nigeria." Advances in Social Sciences Research Journal 8, no. 8 (2021): 678–89. http://dx.doi.org/10.14738/assrj.88.10697.
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The study examined entrepreneurship education (EE) as a veritable tool for employment generation among Nigerian graduates. A survey research design was used for the study. The population of the study was all the 987 final year students of faculty of education 2019/2020 academic session in Nnamdi Azikiwe University, Awka, Nigeria. Stratified sampling technique was used to select 10 % of students in each department, making a total of 99 students who constituted the study sample. The instrument for data collection for the study was a 31-item researcher-constructed questionnaire divided into four clusters. The instrument was validated by experts and tested for reliability using Cronbach’s alpha which yielded a reliability index of 0.71. Mean and standard deviation were used to analyze the Data. The findings of the study showed among others that the method and techniques of teaching EE in Nigerian universities is not adequate. Based on the findings, recommendations were made which included among others that government should strive to adequately fund EE and provide functional EE centers in every Nigerian University.
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Agwu, Edwin. "Generations X and Y’s Adoption of Internet and Internet Banking in Nigeria." International Journal of Online Marketing 2, no. 4 (2012): 68–82. http://dx.doi.org/10.4018/ijom.2012100105.
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Recent surveys show that more than 65% of internet users in Nigeria are between 18 – 46 years old. However, evidence from previous research stressed that as opposed to generation X, generation Y are more likely to adopt new technologies. This paper examined the use of internet and internet banking by two different generations in the Nigeria context. Students and young graduates who occupy these ladders were used as subjects of the research. Two hundred and thirty students (generations X and Y) were sampled. Findings revealed that both generations within the Nigerian context are technologically inclined; however, certain factors serve as barriers to their adoption of internet banking services as opposed to their frequent use of the internet for other purposes. Risks, security and privacy, dearth of telecommunication infrastructures, and poor state of the Nigerian economy were found to be barriers within the data analyzed. This research contends that the Nigerian government and the financial institutions must address the barriers to make for a full adoption of internet banking services and proposes the relationship marketing of these generations, especially generation Y as potential users of the bank and its services.
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Arikpo Sampson Venatius, Aede Hatib Musta'amal, Ogumbe Boniface Ekwok, and Otu Aniema Edet. "Growing Metalwork Craft Businesses through the Lens of Entrepreneurship Education." International Journal of Entrepreneurial Research 4, no. 1 (2020): 4–9. http://dx.doi.org/10.31580/ijer.v4i1.1523.
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Abstract
The problems of unemployment and poverty among technical education graduates require students to develop employability skills. One way of solving these problems is through the effective teaching of entrepreneurship education, especially at technical-based higher institutions. The research adopted the narrative review approach that seeks to give an understanding of current knowledge on the rationale of metalwork craft, the concept of entrepreneurship education, school-based enterprise and their usefulness for graduates’ employment and productivity in Nigerian. The review showed that entrepreneurship education in the Nigerian higher education institutions seems to be more about creating entrepreneurship awareness, as against the practical approach, which is a means for developing entrepreneurship skills. Some challenges were highlighted that impede the successful implementation of entrepreneurship studies in Nigeria and recommendations made towards the practical realization of entrepreneurship education in our higher institutions.
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Okite-Amughoro, Faith, Lefose Makgahlela, and Solomon Bopape. "CHALLENGES OF USING ELECTRONIC INFORMATION RESOURCES FOR ACADEMIC RESEARCH BY POSTGRADUATE STUDENTS AT DELTA STATE UNIVERSITY, ABRAKA, NIGERIA." Mousaion: South African Journal of Information Studies 33, no. 4 (2016): 23–37. http://dx.doi.org/10.25159/0027-2639/186.
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This article reports on a study that explored the challenges of using electronic information resources (EIRs) for academic research by post-graduate students at Delta State University (DELSU), Abraka, Nigeria. The study used a structured questionnaire, distributed to 150 post-graduate students from the faculties of Sciences, Social Sciences and Arts, that is, 50 post-graduate students per faculty, and personal interviews were held with selected individuals within the institution to collect data. The central focus of the study was the post-graduate students’ access to EIRs; the current status of EIRs in their institution; how often they use these resources for academic research purposes; and above all, the challenges that they encounter when using EIRs. The findings showed that post-graduate students’ optimal use of EIRs at DELSU is hampered by limited access to some EIRs due to limited space, low bandwidth, and erratic power supply. It is, therefore, recommended that DELSU should provide adequate space and power supply and should address some of the issues deterring equitable access to EIRs. Development of an institutional repository and use of open access resources would also improve access to scientific and electronic information.
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Ubogu, Rowell. "Entrepreneurship Education: Challenges and Strategies towards Promoting Entrepreneurship in Higher Education in Nigeria." Academic Journal of Interdisciplinary Studies 9, no. 5 (2020): 125. http://dx.doi.org/10.36941/ajis-2020-0091.
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Entrepreneurship education has great success in the field of education. Its activity has increased significantly in the USA, Asian and European countries during the last decades. Nevertheless, the training programme in developing countries like Nigeria has concentrated more on teaching knowledge and skills basically in principle. Products of these training are expected to be engaged in either self-employment or being employed. Unfortunately, the Niger-delta region of Nigeria is characterized by high levels of youth restiveness, unemployment, poverty and crime. Attempting to solve these ill, the questionnaire titled Entrepreneurship Education and Students challenges (EESC) was used to gather data from eight hundred and sixty-four students sampled from faculty of education and social sciences in Niger-delta region universities of Nigeria. The study identified various challenges, prospects and government efforts aimed at building the entrepreneurship culture among undergraduate students of Nigerian Universities especially graduates of the Niger-delta region. The study concluded by postulating certain recommendations which if adopted will drastically reduce the social vices faced in this region.
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Quayson, Ato. "Means and Meanings: Methodological Issues in Africanist Interdisciplinary Research." History in Africa 25 (1998): 307–18. http://dx.doi.org/10.2307/3172191.
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Interdisciplinarity has become a sort of buzzword in academic circles. It is quite common to hear graduate students respond, in answer to a question as to what they are doing, that their work is “sort of interdisciplinary.” This answer might be construed as concealing some measure of confusion as to what exactly is being researched. But, on the other hand, there is little doubt that the most adventurous students are increasingly defining their areas of concern at the boundaries between disciplines. The matter seems to take on a particularly acute inflection in relation to Africanist research. This may be traced partly to the fact that from the very beginning of interest in African matters, much scholarly work on Africa in Western universities has been done under the rubric of “African studies.” Anthropology and history, arguably the disciplines most active in popularizing knowledge about Africa, have themselves always shared a common concern on the ways in which knowledge about Africa can be constituted. The monumental work of Jan Vansina and others in the 1960s in focusing on oral traditions and making them a respectable source for the construction of historical knowledge about Africa was thoroughly interdisciplinary in its own way.Despite the implicit interdisciplinarity of African Studies, the theoretical implications of interdisciplinary study and the issues that it generates for questions about different types of knowledge does not seem to have engaged the attention of scholars. It is in this direction that I propose to go. I propose to engage with issues concering interdisciplinarity from the perspective of my own research on Nigerian literature. The issues that concern me relate to the question: what do specific configurations of disciplines within the interdisciplinary model have for the nature of the knowledge that is produced? But a series of subsidiary questions might be asked in relation to this major one, such as: are we being interdisciplinary when we borrow metaphors from other fields? or concepts? or whole paradigms? Or is it when we join different methods of analysis from two or more disciplines such that what finally emerges cannot be limited to any one of them?
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Dakung, Reuel Johnmark, John Munene, Waswa Balunywa, Joseph Ntayi, and Mohammed Ngoma. "Developing disabled entrepreneurial graduates." Journal of Research in Innovative Teaching & Learning 12, no. 3 (2019): 198–221. http://dx.doi.org/10.1108/jrit-01-2017-0001.
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Purpose The purpose of this paper is to investigate the role of universities in preparing disabled students to become entrepreneurially inclined after graduation with the aim of developing an entrepreneurial inclination (EI) model. Design/methodology/approach A cross-sectional survey was employed using 220 disabled universities’ students in the north-central Nigeria. Data were analyzed using descriptive statistics, correlation analysis and structural equation model. All analyses were performed using SPSS version 22 and AMOS version 22. Findings The findings buttress the significant position of universities in promotion entrepreneurial spirit. It revealed that the university’s role (UR), entrepreneurship education (EE) and role models (RMs) have a positive influence on disabled students’ EI. Universities that make provisions for entrepreneurship infrastructure, knowledge and RMs to disabled students will boost their EI. Second, the more lecturers and RMs inspire students, method of teaching and demonstrating enthusiasm are applied in the teaching of entrepreneurship, the better it prepares students for entrepreneurial career after graduation. Research limitations/implications The study is only restricted to Federal Universities in the North-Central Nigeria. Further research could be conducted to cover other tertiary institutions in North-Central Nigeria. Furthermore, the study employed the cross-sectional approach. A longitudinal approach should be employed to study the trend over a period of at least two years. Finally, the factors identified in triggering EI may not be sufficient enough in explaining the phenomenon. There are other factors that may contribute in influencing EI of the disabled students that were not part of this study. Practical implications This study indicates a number of implications for the universities and policy makers. Specifically, EE, UR and RMs make significant contributions to inclination for disabled students. These factors are key for universities in Nigeria to consider in preparing these students to become entrepreneurial graduates. Policy makers and other stakeholders need to develop keen interest in designing entrepreneurship curriculum to accommodate the specific needs of students with disabilities. Originality/value This study is the first in Nigeria to empirically test the relationship between UR, EE and EI as well as the moderating effect of RMs among universities’ disabled students.
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Kalabeke, Wisdom. "Factors Affecting New Graduate Entrepreneurial Intention: An Empirical Study of the Unemployed Graduates in Nigeria." International Journal of Multicultural and Multireligious Understanding 5, no. 2 (2018): 221. http://dx.doi.org/10.18415/ijmmu.v5i2.342.
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The current research examined the effect of Startup capital, Educational system and Culture on entrepreneurial intention among fresh graduate in Nigeria. The data were collected from Graduates and undergraduate’s students in the University of Lagos, Kaduna State University, Abia State University, University of Calabar and Niger Delta University, 250 questionnaires were distributed and 180 responses were collected and analyzed. The findings confirmed the strong positive relationship between variables of the study. Startup Capital/Infrastructure, Education and Cultural Factor account for 58% of the variance in Entrepreneurial intention. The study hopes to help academicians and curriculum planners to be mindful of entrepreneurship when drafting and implementing curriculum to motivate student accumulate intentions to start a business.
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Raji, Monsurat Omobola. "Postsecondary Entrance Examinations in Nigeria: A Critical Analysis of the Design and Predictive Validity of the Tripartite Assessment System." African Journal of Teacher Education 10, no. 1 (2021): 70–86. http://dx.doi.org/10.21083/ajote.v10i1.6296.
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Admission into post-secondary education requires the fulfillment of specific standards or criteria by prospective candidates. Criteria include, but are not limited to, standardized examinations, resumes, intent statements, tests, interviews, etc. In Nigeria, prospective students must pass three examinations as part of the admission process into post-secondary programs. Reports suggest these examinations lack the best design features and have very low predictive validity in student success in post-secondary programs and their job roles after graduation. This paper critically evaluates the design features of SSCE, UTME, and PUTME in the context of Nigeria and their predictive validity towards student learning and success as graduates. Implications of the Nigerian post-secondary entrance assessment system are discussed. Recommendations are offered from two jurisdictional models to improve the current status of the tripartite post-secondary entrance assessment system in Nigeria.
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Ajala, Anuoluwa Maria. "Towards Sustainable Computer-assisted Legal Research in Nigerian Law Faculties: Exploring the Nexus between User Education, Intrinsic Motivation and Use of Electronic Law Databases." Asian Journal of Legal Education 6, no. 1-2 (2019): 57–66. http://dx.doi.org/10.1177/2322005819840111.
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Despite the inclusion of legal research in academic curriculum of law programmes in universities, some factors are still capable of militating against the acquisition of legal research skills by law students. Every law faculty in Nigeria teaches legal research skills to their students, but there are still signs of poor legal research skills by law graduates in Nigeria, which is reflected in their inability to find the legal information that is relevant in the practice of the legal profession. It is argued that computer-assisted legal research entails a process in which electronic law information resources are indispensable. One of the electronic law information resources is the electronic law database. The use of electronic law databases is indeed crucial to legal research. However, lack of user education may lead to lack of intrinsic motivation to use electronic databases. In Nigerian law faculties, a lot of funds are invested in provision of electronic information resources in order to promote legal research among law students. However, the relationship between user education and use of electronic law databases may or may not justify the funds invested. This article explicates the place of computer-assisted legal research in law faculties and reveals that there is a need for law students to be intrinsically motivated to use electronic law databases. This article also exhibits additional measures that Nigerian law faculties can take in order to motivate law students to use the electronic law databases.
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OJAPINWA,, Abimbola Foluso. "EFFECTS OF SELF-EFFICACY ON SELF- EMPLOYMENT INTENTION OF RECENT GRADUATES IN NIGERIA." LASU Journal of Employment Relations & Human Resource Management 2, no. 1 (2020): 158–71. http://dx.doi.org/10.36108/ljerhrm/0202.02.0111.
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This study investigated the effect of self-efficacy on self-employment intentions of recent graduates. Using the descriptive survey research design, the study population includes National Youth Service Corps (NYSC) members of Ojo Local Government area of Lagos state. A sample of 130 was selected using the purposive sampling technique. The formulated hypotheses were tested using the simple linear regression and the independent sample t-test. The results showed that there was a statistically significant influence of self-efficacy on self-employment intention of Corps members of Ojo local government, Lagos state. A significant regression coefficient was found F (1.128)=29.72, p<.05), with R2 of .19. This presupposes that19.0% of the variance in self-employment intentions is as a result of the self-efficacy of recent graduates. Also, a statistically significant difference in the self-employment intentions were found between male and female corps members (tcal(128) = 2.11 is greater than ttab=1.98, p < .05). The study therefore recommended, amongst others, that institutions and the government should educate and devise a means by which they can increase the level of graduates and students’ self-efficacy which in turn will help shape their intention towards shaping career options after graduation. Similarly, effective entrepreneurship education and training for students and graduates to enhance their efficacy in performing specific tasks and roles of an entrepreneur will go a long way in boosting their self-employment intention and also aids them towards post graduate job creation ability rather than job seekers
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Olutola, Adekunle Thomas, and Rafiu Ademola Olatoye. "Enhancing quality of education in the university system: A study of Nigerian education system." Asian Journal Of Assessment In Teaching And Learning 10, no. 2 (2020): 55–61. http://dx.doi.org/10.37134/ajatel.vol10.2.6.2020.
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How to enhance and maintain quality of education in Nigerian University education system has become one of the central issues in educational assessment and evaluation. It is important to note that no nation can rise above the standard of her education. The quality of education in Nigeria is presently rated as low. Many scholars have observed that many graduates are unemployable because they lack relevant and required skills. Therefore, this paper examines the present educational quality in Nigeria, reasons for the current trend, assessment issues, advantages and disadvantages of computer-based tests in the university system, recruitment of staff without thorough assessment and politics of accreditation in Nigeria. It was concluded that the quality of education in the University system can be enhanced and maintained through qualitative assessment. Also, there is the need to review the process of recruitment of staff, accreditation procedures, monitoring and evaluation of standard as well as students’ assessment practices.
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Ojetunde, Ismail, Abass Iyanda Sule, Olurotimi Adebowale Kemiki, and Isaac Ayodele Olatunji. "Factors affecting the academic performance of real estate students in a specialized Federal University of Technology in Nigeria." Property Management 38, no. 2 (2019): 177–98. http://dx.doi.org/10.1108/pm-08-2019-0044.
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Purpose The purpose of this paper is to examine the factors affecting the academic outcome of real estate students in a specialized Federal University in Nigeria. Furthermore, this paper investigates the phenomenon of publication bias in the extant literature as such evidence poses severe threats to the validity of empirical findings on factors affecting the degree outcome of undergraduate students. Design/methodology/approach The standard statistical approach adopted was to examine whether the reported coefficient estimates from ten empirical studies (105 observations) are independent of their standard errors by employing both ordinary least squares (OLS) and weighted least squares (WLS). In this paper, this approach enabled evidence of publication bias in the cited literature to be refuted. In addition, data were also collected on the academic measure and demographic information of 449 students who graduated between 2005 and 2011. For the purpose of analysis, the study utilized a stepwise logistic regression technique to examine the factors impacting on the degree outcome of real estate students. Findings The results of the OLS and WLS regression indicate that there is no significant evidence of any empirical effect of publication bias in the extant literature. The results of the logistic regression also revealed that grade point average, gender differences, prior knowledge of real estate discipline and potential difference in year of enrollment impact on students’ academic performance in terms of their ability to graduate at first attempt. In addition, factors such as age, marital status, high school grade and geopolitical/ethnic background of undergraduate real estate students do not influence their opportunities to graduate at first attempt from the university. Research limitations/implications This paper focuses only on one specialized university of technology offering a bachelor’s program in real estate in Nigeria, so as to remove any extraneous factor(s) that could be present in the other institutional settings where students have completed such program. Extending similar study to tertiary institutions in Nigeria that share similar geographical characteristics and institutional settings can produce far-reaching generalization. Originality/value This paper contributes to the scanty literature on factors affecting the academic performance of students in an undergraduate real estate program in Nigeria. A scientific element of novelty in this paper is the evidence of the absence of the underlying effect of publication bias in the extant literature on students’ academic outcome in tertiary institutions. Findings from this study serve as the basis for university officers to monitor significant transitions in real estate students’ academic progress, so as to identify those who are unlikely to graduate at first attempt early at the entrant level. Generally, the outcome of this research could provide faculty and admission officers in tertiary institutions with complementary information in arriving at an informed decision in a non-discriminatory admission process.
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Amubode, Adetoun Adedotun, Hassanat Motunrayo Rauf-Lawal, and Boiso Maria Owodiong-Idemeko. "Attitude of Couples and Marrigeable Singles in Establishing Joint Fashion Business." Journal of Management and Sustainability 6, no. 1 (2016): 192. http://dx.doi.org/10.5539/jms.v6n1p192.
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<p>Entrepreneurship has been observed to work among couples who have mutual understanding and trust. It has also been observed to have more advantages in terms of the synergy that can bring about achieving more, one’s business been in safe hands and building marital fidelity. Nevertheless, it has also been conceived by some individuals that joint business among couples can lead to instability and arguments that arise from financial matters of the business. There are several studies in marriage and family business, effect of family on entrepreneurship, fashion marketing environment, fashion marketing strategies, fashion communication etc and none focuses on family fashion business in Nigerian socio-cultural and fashion marketing environment. Therefore, this study focuses on the attitudes of married couples and marriageable singles in establishing joint clothing and textile business. A total of 30 graduate students of Clothing and Textiles were purposefully selected for the study because they are trained to acquire vocational and entrepreneurial skills to be job creators (not job seekers), employers of labour and maintaining balance family life. Result shows that the respondents have favorable attitude to entrepreneurial skills, business management, home management, financial issues, risk management, cultural values and personality with mean scores of <strong>3.48</strong>, <strong>3.21</strong>, <strong>3.13</strong>, <strong>3.09</strong>, <strong>3.53</strong>, <strong>3.75</strong> and <strong>2.60</strong> respectively. The overall attitudinal score is <strong>3.26</strong> indicating a favorable response that couples and marriageable singles can establish joint fashion business.</p><p>Therefore this study recommends that couples who intend to own joint businesses should have mutual understanding, trust and communicate more about financial matters before they own a joint business. They should discover an appropriate way of handling the business with maturity and proper organization so as to avoid conflicts.</p>
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Idris, Adamu Abdullahi. "Entrepreneurial Intention among Postgraduate Students in Nigerian Universities: Conceptual Review." American Finance & Banking Review 1, no. 1 (2017): 12–23. http://dx.doi.org/10.46281/amfbr.v1i1.122.
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Governments in most developing countries are doing their best to ensure that graduates who are not employed should engage in entrepreneurship activities which can go a long way in reducing the problem of unemployment among the youths. Nigeria is among one of those developing nations with such problem. The government has introduced some many programs and policies which are aimed at reducing poverty and will encourage self-employment among the youths. Yet, students are still lacking the intention of becoming entrepreneur. From this study, there will be need to cover the gap found in the literature and then developed a conceptual framework (from which propositions where developed. The study used factors such as entrepreneurship education, environmental factors and societal entrepreneurship attitude to explore the student’s entrepreneurial intention. These factors where adopted bases on past theoretical and empirical studies which will cover the gap and contribute to the body of knowledge in the field of literature. Finally, this study calls upon researchers and Ministry of Education to examine this propositions on how to design a more comprehensive and benefice entrepreneurship courses and curriculum to these Nigerian universities. This will aim at preparing these students to be self-employed (entrepreneurs) which will reduce and assist the government in overcoming the problem of youth poverty and unemployment in Nigeria.
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George, Tayo O., Mofoluwake P. Ajayi, Olawale Y. Olonade, Temilorun Olanipekun, and Mercy E. Adebayo. "Gender Differences in Academic Performance and Industry Relevance: a Study of a Nigerian Private University Graduates." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 18 (February 26, 2021): 485–93. http://dx.doi.org/10.37394/23207.2021.18.49.
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This article examines the linkage between university education, academic performance, and industry relevance among graduates of a Nigerian Private University in Ogun State, Southwest, Nigeria. Multiple research methods, including existing records from secondary sources and In-depth interviews, were used for the primary data collection. Existing record on students' academic performance obtained from the University's Center for Systems and Information (CSIS) for all academic programs in the two colleges sampled: College of Development Studies (CDS) and College of Science and Technology (CST) in the University was complemented by In-depth interviews of academic advisers and heads of department across the programs in addition to the data from the University's Alumni office on present places of employment of the graduates within the stipulated period (2006-2018). The study found that the female graduates' excellent academic performance across various programs did not reflect in industry relevance in terms of visibility in the economy's critical formal sectors compared to their male counterparts. The study recommends the need for female graduates' urgent pragmatic steps to maximize the benefits of career opportunities by translating the same into paid employment.
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Oluwatosin, Leshi, and Anuoluwa F. Ogundero. "Career and Work Readiness of Nutrition and Dietetics Trainees in Nigerian Universities." World Nutrition 12, no. 1 (2021): 92–102. http://dx.doi.org/10.26596/wn.202112192-102.
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Beyond having a good degree, graduates are expected to have relevant skills and attributes required to compete and collaborate in a rapidly changing work environment. In recent times, the employability of Nutrition and Dietetics graduates in Nigeria has been of considerable concern. This study was designed to assess the readiness of trainees in the field of Nutrition and Dietetics from Nigerian Universities for career and work engagements.
This descriptive cross-sectional study was carried out among 109 final-year undergraduate and postgraduate students from twelve universities offering Nutrition and Dietetics programme across Nigeria. Data was collected using a semi-structured online questionnaire. Data obtained were background information on the students, their experiences and challenges in their academic pursuits, willingness and readiness to pursue and engage in Nutrition and Dietetics related jobs, as well as their perception of skills and competences for future career and work engagements. The data were analysed using the IBM SPSS version 20.0.
About 73% of the respondents were females, mainly between ages 21 and 25 years (62.4%) and undergraduates (70%). Among the undergraduate students, 83.4% had chosen to study Nutrition and Dietetics as a result of personal interest and choice while the postgraduate trainees indicated acquisition of in-depth knowledge of nutrition (60.6%) and quest to enhance career profile for competitive advantage in job pursuits (39.4%) as the core reasons for their choice for the programme. Nearly all the respondents (96.3%) reported having enjoyed their training programs. Only half (50.5%) perceived themselves to be “very ready” and well-prepared for work and career engagement. The top three areas of interest by trainees in Nutrition and Dietetics were Clinical Nutrition and Diet Therapy (60.6%), Community and Public Health Nutrition (43.1%), and Sports Nutrition (11.0%). Three out of every ten trainees had no specific desired skills and competences. While less than half declared that they had no knowledge of the skills and competences desired by employers of nutrition graduates, two-thirds of the trainees perceived themselves as eligible for their choice of work and career.
This study shows that most Nutrition and Dietetics trainees in Nigerian universities are ready and willing to start a career in the field. However, many lack the knowledge of expected skills and competences needed for career engagement.
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Kenny, Maureen C., Oyaziwo Aluede, and Adriana McEachern. "A Comparison of Counselling Students' Needs in the United States and Nigeria." Australian Journal of Guidance and Counselling 19, no. 1 (2009): 41–55. http://dx.doi.org/10.1375/ajgc.19.1.41.
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AbstractKnowledge of the needs of graduate counselling students can assist counsellor education faculty in understanding the unique concerns of this student population and thus assist in the development of adjunct services to address these important issues. This study compared the needs of graduate counselling students from the United States (U.S.) and Nigeria and found that they shared many of the same concerns, with time management as the highest-ranked concern. The implications of these results may help guide all counsellor education faculty in planning to assist students.
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Ubi, Isaac Ofem, Evelyn Ijeoma Orji, and Anastecia William Osang. "Knowledge and Practice of Ethical Consideration for Quality of Research Skills among Graduate Students of Universities in Cross River State, Nigeria." Mediterranean Journal of Social Sciences 11, no. 5 (2020): 55. http://dx.doi.org/10.36941/mjss-2020-0055.
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This study is an assessment of knowledge and practice of ethical consideration for literacy in research among graduate students of the two Universities in Cross River State, Nigeria. The first was 214 graduate students’ who had defended proposals, while the second was 120 post field Theses. The two samples were selected through accidental technique from a population of 713 graduate students of the University of Calabar and the Cross River University of Technology who have at least defended their Thesis proposals. Results of the study indicate that only 47.31% of the students knew what ethical consideration meant in research with 83.52% of them emphasising confidentiality in their instruments. Only 33.86% and 26.17% emphasised voluntary participation and anonymity respectively. The study recommends the inclusion of ethical issues in university course outlines for research methods in education.
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Okoro, P. E. "Entrepreneurship Skills Needed by Nigerian Tertiary Institution Students and Graduates for Global Relevance." International Journal of Higher Education 10, no. 4 (2021): 247. http://dx.doi.org/10.5430/ijhe.v10n4p247.
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The study examined entrepreneurship skills needed by students/graduates for global relevance. The survey research design was chosen for the study. The population of the study comprises Business Education lecturers and students from three polytechnics, four Colleges of Education and Delta State University, Abraka, all in Delta State. A sample of 110 was randomly selected comprising 53 lecturers and 57 students. Data collection was via the questionnaire which was validated by three Business Education lectures from Delta State Polytechnic Ozoro, College of Education, Agbor and Delta State University, Abraka, all in Delta State, Nigeria. In analyzing data, mean and standard deviation were used for research questions, while independent samples t-test was used to test hypotheses at 0.05 level of significance. The findings revealed that entrepreneurship skills needed by students/graduates of tertiary institutions include trade show planning, promotion and execution. Others include skills for processing inventories, gross and net profit as well as keeping debt ledgers. The findings also specified ICT skills needed by students/graduates to include skills for accessing contra vision electronic software, deleting and merging mails, keying in data, copying, pasting and inserting in appropriate locations. Also revealed in the findings are significant difference between entrepreneurship and ICT skills essential for students and those essential for graduates. On the basis of these findings, it was recommended that some of these skills should be integrated into the tertiary education curriculum so that undergraduate students could be exposed to them as early as possible.
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Olojuolawe, Sunday Rufus, and Fadila Nor Bt Amin. "DETERMINATION OF EMPLOYABILITY SKILLS REQUIRED BY ELECTRICAL TECHNOLOGY STUDENTS IN COLLEGES OF EDUCATION IN NIGERIA." International Journal of Engineering Education 1, no. 1 (2019): 57–66. http://dx.doi.org/10.14710/ijee.1.1.57-66.
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The rate of unemployment among youths in Nigeria has assumed a worrisome dimension. More importantly that those affected are specialized graduates from tertiary institutions. The youth unemployment rate has been of persitent increase since 2014 from from 11.7% to 36.5% in 2018. It has been established that the vacancies exists, but the graduates lack the skills to match the jobs. Therefore, the aim of this paper was to identify the constructs and sub-constructs of employability skills that are needed to match Electrical Technology students with the labour market. The resaerch design is a qualitative metthod involving document analysis and interview protocol of stakeholders in electrical technology. The stakehoders were the academics and the employers. The documents were analysed using frequency matrix table. While the interview of the stakeholders (experts) were done thematically. To ensure the reliability of the constructs and sub-constructs, an item pool was constructed to determine the agreement and content reliability index for the constructs. From the item pool, 5 constructs and 193 sub-constructs were generated. These were constructed into instrument for expert review. Three experts in electrical technology rated the instrument for determining the aggreement level, using the Fleiss kappa approach. The percent agreement for the raters are 89.63%, 86.01%, and 81.86% respectively with a mean agreement of 85.83%. The 85.83% indicate an almost perfect agreement by the experts for each of the constructs in the instrument. This is very good for producing a functional framework of employability skills.
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James, Bawo Onesirosan, Joyce Ohiole Omoaregba, and Esther Osemudiamen Okogbenin. "Stigmatising attitudes towards persons with mental illness: a survey of medical students and interns from Southern Nigeria." Mental Illness 4, no. 1 (2012): 32–34. http://dx.doi.org/10.4081/mi.2012.e8.
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Stigmatising attitudes towards persons with mental illness are commonly reported among health professionals. Familiarity with mental illness has been reported to improve these attitudes. Very few studies have compared future medical doctors' attitudes toward types of mental illness, substance use disorders and physical illness. A cross-sectional survey of 5th and 6th year medical students as well as recently graduated medical doctors was conducted in April 2011. The 12-item level of contact report and the Attitude towards Mental Illness Questionnaire were administered. Partici -pants endorsed stigmatising attitudes towards mental illness; with attitudes more adverse for schizophrenia compared to depression. Stigmatising attitudes were similarly endorsed for substance use disorders. Paradoxically, attitudes towards HIV/AIDS were positive and similar to diabetes mellitus. Increasing familiarity with mental illness was weakly associated with better attitudes towards depression and schizophrenia. Stigmatising attitudes towards depression and schizophrenia are common among future doctors. Efforts to combat stigma are urgently needed and should be promoted among medical students and recent medical graduates.
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Ayanlade, Ayansina, and Margaret Olusolape Jegede. "Climate Change Education and Knowledge among Nigerian University Graduates." Weather, Climate, and Society 8, no. 4 (2016): 465–73. http://dx.doi.org/10.1175/wcas-d-15-0071.1.
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Abstract The introduction of climate change studies in universities has a fundamental role in helping the general public, especially the next generations, to recognize the global challenges of climate change and to find ways of adapting to the changing climate. This study examined the level of climate change education and perception of Nigerian university graduates. A mixed method approach was used to obtain data relating to perceptions, understanding, and level at which climate change has been taught in Nigerian universities. The results from this study revealed that about 70.7% of university graduates received brief lectures in some special elective courses during their university education, while only 4.1% were taught more than three semesters/terms in some special elective courses. It was also revealed that graduates from departments of environmental sciences have more class experience on climate change than students in the humanities and other faculties. The major finding of this study is that students appear far more informed about climate change, usually from the Internet and international media, than the level of climate change education they were taught in university. These results show the need for the introduction of climate change studies in Nigerian universities, with over 71% of participants believing that climate change studies should be included as a required course in both undergraduate and postgraduate studies.
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Ubi, Isaac Ofem, and Jacob Esu Odiong. "Environmental factors as correlates of research attitude among post-graduate students in Nigeria: A path model approach." Global Journal of Educational Research 20, no. 1 (2021): 35–44. http://dx.doi.org/10.4314/gjedr.v20i1.4.
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The study investigated the relationship among some environmental factors and research attitude of post-graduate students in Nigeria using a path model approach. The researchers were poised at filling the gap in the type of multivariate statistical tools that have hitherto been used in comparing these variables by authors in the research area. One research question was formulated to guide the study. Survey research design was adopted for the study. The study area, which was south-south Nigeria, is one of the geo-political zones in the country with six federal universities. The population of the study was made up of 1,299 post graduate students of education faculties in the six universities. A sample of 520 students (40% of the population) was selected for the study through stratified random sampling method. The study instrument was a questionnaire titled Environmental and Attitude variables Questionnaire (EAVQ) prepared by the researchers. Result of the study showed that 14 out of 15 pathways in the hypothesized model for the relationship between environmental variables and research attitudewere significant and meaningful, withfive direct and nine indirect pathways. Based on the finding, the study recommends an improvement in those environmental factors to bring about corresponding improvement in research attitude. The study suggests that a study of the relationship between other environmental variables not included in this study on graduate students‟ research attitude in federal universities in south-south Nigeria should be carried out by future researchers. Such research can be extended to cover more geo-political zones in the country.
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Aliu, John, and Clinton Ohis Aigbavboa. "Employers’ perception of employability skills among built-environment graduates." Journal of Engineering, Design and Technology 18, no. 4 (2019): 847–64. http://dx.doi.org/10.1108/jedt-06-2019-0162.
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Purpose Universities have become training centres or “academic hubs” where skilled labour for societal and global consumptions are continuously produced. More so, the quality of teaching (pedagogy) provided by universities is essential in enhancing the skills, expertise and competencies of students who are required to meet the needs of the construction industry after graduation. Hence, the purpose of this study is to assess employers’ level of satisfaction with the employability skills of built-environment graduates in Nigeria. Design/methodology/approach A quantitative approach was adopted for this study with close-ended questionnaires administered to respondents drawn from professionals in the Nigerian construction industry. Out of 150 questionnaires disseminated, 131 were completed and 126 were usable, signifying an 87% response rate. Data from this research were analysed using descriptive and exploratory factor analysis. Findings Employers are seemingly satisfied with the sound academic record of built-environment graduates. They also affirmed their contentment with graduates’ willingness to learn and the way they achieve tasks with positive results. However, they expressed their dissatisfaction with the graduates’ prior work experience, communication skills and technical competencies in handling industry tasks effectively. Research limitations/implications Data was collected from construction professions across two cities – Abuja and Lagos. Because of the limited budget allocated for this study, other regions were not considered. Because of time and financial implications, it was extremely impossible to visit all 36 states. It is, therefore, impossible to generalise the results of this research to the larger population. In generalising the results on a larger scale, the study would have to factor in a more diverse sample to ensure it is more representative. A more diverse sample may mitigate any possible bias that may arise from a self-administered questionnaire. Practical implications From the survey results obtained from the respondents, it was observed that general knowledge about local and global trends, management skills, teamwork skills, work experience, communication skills, critical thinking skills, numeracy skills and civic responsibility are among the major non-academic skills lacking among built-environment graduates. This places significant pressures on universities in Nigeria to revisit and revamp its curricula in developing these skills among students who require them to thrive in the construction industry. Originality/value Although the subject of employability has been adequately discussed across various fields (accountancy, psychology, management, business, marketing, etc.), there exist limited research studies in the built-environment context, a gap, which this study aims to fill. This study also provides several approaches through which employability skills can be developed.
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Obiekezie, Eucharia O., Regina I. Ejemot-Nwadiaro, Alexander E. Timothy, and Margaret I. Essien. "Academic Quality Assurance Variables in Nigerian Universities: Exploring Lecturers’ Perception." International Education Studies 9, no. 5 (2016): 247. http://dx.doi.org/10.5539/ies.v9n5p247.
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<p class="apa">The level of job performance, international comparability and competitiveness of Nigerian university graduates are burning issues. Consequently, the academic quality of Nigerian universities has come under severe criticism. Since university lecturers are key players in quality assurance in universities, this study explored their perceptions of variables important to quality assurance in Nigerian universities. Five hundred lecturers from public universities in the South-South geopolitical zone responded to a 25-item survey. Five research questions were framed and descriptive statistics were used in analysing and presenting the data. The result showed that lecturers perceived availability of adequate number of qualified staff, students’ attitude to study, early publication of students’ examination results, availability of well-equipped laboratories and workshops, and funding of tertiary education as the most important variables in academic quality assurance.</p>
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Ebenehi, Amos Shaibu, Abdullah Mat Rashid, and Ab Rahim Bakar. "Predictors of Career Adaptability Skill among Higher Education Students in Nigeria." International Journal for Research in Vocational Education and Training 3, no. 3 (2016): 212–29. http://dx.doi.org/10.13152/ijrvet.3.3.3.
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This paper examined predictors of career adaptability skill among higher education students in Nigeria. A sample of 603 higher education students randomly selected from six colleges of education in Nigeria participated in this study. A set of self-reported questionnaire was used for data collection, and multiple linear regression analysis was used to analyze the data. Results indicated that 33.3% of career adaptability skill was explained by the model. Four out of the five predictor variables significantly predicted career adaptability skill among higher education students in Nigeria. Among the four predictors, career self-efficacy sources was the most statistically significant predictor of career adaptability skill among higher education students in Nigeria, followed by personal goal orientation, career future concern, and perceived social support respectively. Vocational identity did not statistically predict career adaptability skill among higher education students in Nigeria. The study suggested that similar study should be replicated in other parts of the world in view of the importance of career adaptability skill to the smooth transition of graduates from school to the labor market. The study concluded by requesting stakeholders of higher institutions in Nigeria to provide career exploration database for the students, and encourage career intervention program in order to enhance career adaptability skill among the students.
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Olorunmaiye, J. A. "Practical Background of Engineering Students in Developing Countries." International Journal of Mechanical Engineering Education 24, no. 2 (1996): 105–8. http://dx.doi.org/10.1177/030641909602400203.
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One of the problems confronting engineering education in developing countries is that of inadequate technological background of students caused by the lack of industrial environment. Efforts made to solve this problem in Nigeria include exposing students to practical engineering through industrial training and running a two-year internship programme for engineering graduates. In addition to these, it is proposed that lecturers in third world countries can study indigenous technologies and use them as illustrative examples that students can identify with, where possible.