Determination of Entrepreneurship Skills for Self Reliance of Business Education Students in Tertiary Institutions in Rivers State

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Determination of Entrepreneurship Skills for Self Reliance
of Business Education Students in Tertiary Institutions in
Rivers State
AMUAH, Agnes Ansah & PROF. AMAEWHULE, Wey
Department of Business Education
Rivers State University, Port Harcourt, Nigeria
ABSTRACT
The study determined the entrepreneurship potentials of Business Education students for self reliance in
tertiary institutions in Rivers State. The study adopted the survey research design. The population of the
study consisted of all final year Business Education students in three tertiary institutions in Rivers State,
with a total population as 572. The entire population of students from the three tertiary institutions was
used as the sample for the study. A structured research instrument titled: Determination of
Entrepreneurship Potentials of Business Education Students for self reliance in higher institutions in
Rivers state Questionnaire” (DEPBSSTIRS) was designed by the researcher. The instrument was
validated by two other experts in Business Education and Measurement and Evaluation. The reliability of
the instrument was determined using the test-retest method. The coefficient of the responses was
computed using Pearson’s’ Product Moment Correlation, which yielded a coefficient value of 0.84. Mean
and standard deviation was used to analyze the research questions, while the hypotheses were tested using
one way Analysis of Variance at a significance level of 0.05. From the study, it was revealed that
Business Education students in tertiary institutions in Rivers State possess the potentials for self reliance
in respect of innovative skills and achievement need. Based on the findings, it was recommended that
since Business Education Students possess innovative skills and achievement need as entrepreneurship
potentials for self reliance; management of tertiary institutions should engage them in diverse innovative
processes to generate new business ideas and revenue. They should also be encouraged to seek the help of
Business role models and mentors to crystallize their potential.
Keywords: Business Education, self reliance, Entrepreneurship
INTRODUCTION
Business Education is a specialized program of instruction designed to provide students with knowledge,
skills and attitudes leading to employability and advancement in office occupations as well as
teaching business subjects. It is thus a program that equips individual students with functional, suitable
attitude and value to operate in a particular work environment for expected self reliance.
Osuala (2009) defined Business Education as a program of study which provides students with
information and competencies which are needed in managing personal business affairs. Its courses such
as: book-keeping, accounting, shorthand, transcription and typewriting relate to the modern occupational
scene. Skills and knowledge learnt in the above subjects are used for the day to day management of
business affairs in the society.
Ojeifo (2013) contended that entrepreneurship is determined by the willingness and the ability of an
individual, a firm or an organization to identify an environmental change as well as creating opportunity
to produce goods and services. This is because entrepreneurship is about taking risks, creating new
ventures that did not previously exist. In other words, it is the practice of creating new wealth through
implementation of new concepts.
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Entrepreneurship potentials as identified by Ojeifo (2013) reflect on offering functional education to
students that will enable them to be self-employed and self oriented, creative and innovative, identifying
novel business opportunities, graduating with adequate training in risk management as well as creating
employment. Thus, this principle became the structural framework on which the entrepreneurship
potential is justified. On this note, students need to be provided with the relevant knowledge, skills and
motivation to encourage entrepreneurship success in a variety of settings.
Entrepreneurship is the capacity to harness the right quantity, quality and combination of resources that
are consistent with profit making under risks and uncertainty (Essien, 2006). In other words, it is the
totality of self-asserting attributes that enable a person to identify latent business opportunities, together
with capacity to organize needed resources with which to profitably take advantage of such opportunities
in the face of calculated risks and uncertainty. It is on this note that entrepreneurship is seen as a key
driver of the economy.
Entrepreneurship education focuses on developing understanding and capacity for pursuit of
entrepreneurial behaviors, skills and attributes in widely different contexts. It can be portrayed as open to
all. The propensity to behave entrepreneurially is not exclusive to certain individuals. Different
individuals will have a different mix of capabilities for demonstrating and acquiring entrepreneurial
behaviors, skills and attributes. These behaviors can be practiced, developed and learned; hence it is
important to expose all students to entrepreneurship education.
The National Universities Commission embarked on the promotion of the program in tertiary institutions
in Nigeria with the following objectives: Empowerment of the people (students), creation of
employment, diversification in business and Individual confidence. The objectives are promising towards
reducing unemployment and boosting the economy of the nation. On this note, the researcher discovered
that in practice, some universities simply design one or two entrepreneurial courses, taught by some
lecturers who have no practical experience of entrepreneurship while students take such courses as a
requisite for graduation.
The European Union Commission (EUC 2003) reported that Business Education seeks to provide
students with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of
settings; variations of entrepreneurship education are offered at all levels of schooling through graduate
university program.
Finally, entrepreneurial skills and attributes provide benefits to the society, even beyond their application
to business activities. Obviously, this is where the need arises to determine the relevant potentials in
course of carrying out daily responsibilities. These relevant technical and business skills need to be
provided for Business Education students who choose to be self reliant.
The Problem
The problem of the study centers on the noticeable large-scale unemployment situation staring graduates
of Nigerian universities in the face in recent times. According to Osuala (2009), unemployment is one of
the most disturbing problems facing Federal, State governments and unemployed graduates. It is observed
that Nigerian graduates and youths do not have access to entrepreneurship training, and equipment.
Entrepreneurial learning environment and support tools are not available in our schools. Adequate
teachers to provide the needed appropriate skills and attitude are not available and where available, they
are in short fall (Ude, 1999). The situation has been exacerbated by large number of graduates and school
leavers from primary, secondary and tertiary institutions without any commensurate arrangement for their
gainful employment (Essien, 2006). This situation further requires a way-out through the introduction of
entrepreneurship education in Nigerian tertiary institutions, with the hope of improving the challenge of
unemployment prevalent among Nigerian university graduates.
The unemployment situation in Nigeria is rising at a geometrical proportion largely due to unfriendly
environment which repels investment. Despite various intervention programmes such as National
Directorate of Employment (NDE) and National Poverty Alleviation Program (NAPEP) by the Federal
Government of Nigeria, the problem of unemployment remains unabated. Realizing the failure of Federal
Government in creating employment, several States and Local governments introduced schemes in which
people are trained to acquire one skill or the other and the participants are given a stipend or an interest
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39
free loan to start a cottage or small business at the end of the program (Ebiringa, 2011). The main
purpose of these schemes is to reduce the rate of unemployment in their respective states. Higher
institutions of learning are not left out of this quest for solution to the unemployment problem. Theirs is
geared toward entrepreneurship education.
However, in this exercise, it is observed that students face the challenge of maximizing their potentials;
they narrow their dreams to finding employment rather than gaining skills for self reliance and these
inhibit them from fully delving into entrepreneurship, and developing their own businesses. This further
translates to a situation where students are not being as involved as expected, amidst all the capacity
building. Based on this observation, the researcher intended to inquire how many students have actually
developed entrepreneurship potentials to enable them successfully start their own businesses. Hence, the
problem of this study was to generate empirical data to determine the entrepreneurship potentials of
Business Education students for self reliance in tertiary institutions in Rivers State.
Purpose of the Study
The purpose of the study is to determine entrepreneurship potentials for entrepreneurship skills needed for
self reliance among Business Education students in tertiary institutions in Rivers State. Specifically, the
objectives of the study are to:
1. Determine potentials for innovative skills for self reliance among Business Education students in
tertiary institutions.
2. Determine potentials for achievement need for self reliance among Business Education students in
tertiary institutions.
Research Questions
1. To what extent do Business Education students in tertiary institutions in Rivers State possess
potentials for innovative skills for self reliance?
2. To what extent do Business Education students in tertiary institutions in Rivers State possess
potentials for achievement need for self reliance?
Hypotheses
1. There is no significant difference in the mean ratings of Business Education students in Rivers State
University, Ignatius Ajuru University of Education and Federal College of Education (Technical)
Omoku in respect of potentials for innovative skills for self reliance.
2. There is no significant difference in the mean ratings of Business Education students in Rivers State
University, Ignatius Ajuru University of Education and Federal College of Education (Technical)
Omoku in respect of achievement potentials for self reliance.
METHODOLOGY
This study adopted the descriptive survey research design. The population of the study consisted of five
hundred and seventy two (572) final year Business Education students in three tertiary institutions in
Rivers State. The entire population was used as sample for the study since the population was small
enough to manage. The instrument used in obtaining primary data was a questionnaire; it was designed
using a four-point rating scale with four response options of: Very High Extent (VHE), High Extent (HE),
Moderate Extent (ME) and Low Extent (LE). To determine the content and face validity of the
questionnaire, it was submitted to two experts in Measurement and Evaluation in Rivers State University.
Their comments and responses were used to effect corrections on the final copy of the questionnaire. The
reliability of the instrument was determined using test-re-test method. The questionnaire was
administered twice to Business Education students in Federal University Otuoke, Bayelsa State, from
which the two sets of scores were obtained. The Pearson Product Moment Correlation Coefficient (r) was
used to correlate the two sets of scores as a way of testing the reliability of the instrument. A coefficient
of 0.84 was obtained which indicates high level of reliability. A total of five hundred and seventy two
(572) copies of the questionnaire were administered while four hundred and eighty eight (488) completed
copies were retrieved which is 85.3 percent retrieval. The data collected which were based on the research
questions that guided the study were analyzed using the mean statistics and standard deviation while the
hypotheses were tested using Analysis of Variance (ANOVA).
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RESULTS
Research Question 1: To what extent do Business Education students in tertiary institutions in Rivers
State possess potentials for innovative skills for self reliance?
Table 1: Mean rating of the extent to which Business Education students in the three tertiary
institutions in Rivers State possess innovative skills as entrepreneurship potential for
self reliance
S/N
Questionnaire Items
(RSU)
(IAUOE)
(FCOE)
Decision
1
__
X
SD1
2
__
X
SD2
3
__
X
S.D3
1.
Ability to introduce changes
3.28
0.90
3.55
0.72
3.20
1.05
Agreed
2.
Ability to look at things
differently at different times
3.54
0.67
3.58
0.70
3.30
0.03
Agreed
3.
Ability to adapt to changes
3.33
0.85
3.48
0.82
3.39
0.96
Agreed
4.
Ability to turn things around for
better
3.44
0.75
3.25
0.99
3.47
0.90
Agreed
5.
Ability to experiment with new
ideas
3.11
1.01
3.17
0.99
3.72
0.64
Agreed
6.
Ability to constantly generate
new ideas
3.29
0.85
3.44
0.78
3.26
1.02
Agreed
7.
Ability to be unique in one’s
taste and orientation
3.16
0.93
3.07
1.01
3.05
1.11
Agreed
Grand Mean/S.D
3.31
0.85
3.36
0.86
3.34
0.82
Agreed
Source: Survey Data, 2018
The result of Table 1 indicated that ability to introduce changes, Ability to look at things differently at
different times, ability to turn things around for better, Ability to adapt to changes, ability to experiment
with new ideas; all have a mean set value ≥ 2.50. Further analysis indicated that ability to adapt to
changes and ability to be unique in one’s taste and orientation, ability to constantly generate new ideas
and ability to look at things differently at different times also have a mean value ≥ 2.50. Thus, it was
generally observed that in the three institutions, respondents accepted all the items and agreed that
Business Education students in the three tertiary institutions in Rivers State possess potentials for
innovative skills for self reliance with grand mean scores of 3.31, 3.36 and 3.34 respectively.
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Research question 2: To what extent do Business Education students in tertiary institutions in Rivers
State possess achievement need as entrepreneurship potential for self reliance?
Table 2: Mean rating of the extent to which Business Education students in the three tertiary
institutions in Rivers State possess achievement need as entrepreneurship potential for
self reliance
S/N
Questionnaire Items
(RSU)
(IAUOE)
(FCOE)
Decision
1
__
X
SD1
2
__
X
SD2
3
__
X
S.D3
8.
Ability to find enjoyment in
something just to prove that you can
do it.
3.22
0.89
3.52
0.75
3.20
1.03
Agreed
9.
Ability to compete
3.05
1.00
3.43
0.91
3.38
0.81
Agreed
10.
Ability to seek confrontation to get
needed results
3.13
0.97
3.46
0.87
3.28
0.96
Agreed
11.
Ability to engage in odd jobs at early
age
3.08
0.97
3.45
0.88
3.06
0.98
Agreed
12.
Ability to have personal satisfaction
that goes beyond money to spend on
self
3.24
0.82
3.37
0.80
3.50
0.79
Agreed
13.
Ability to identify opportunities from
bad situations
3.24
0.89
3.48
0.82
3.30
0.96
Agreed
14.
Ability to engage in tasks without
knowledge of all the potential
problems
3.09
0.99
3.51
0.80
3.25
0.94
Agreed
15.
Ability to make independent
decisions
3.16
0.90
3.46
0.87
3.29
0.94
Agreed
16.
Ability to accept failure without
admitting defeat
3,12
0.94
3.51
0.77
3.23
0.96
Agreed
17.
Grand Mean/S.D
3.80
0.93
3.46
0.83
3.27
0.93
Source: Survey Data, 2018
From the analysis of table 2, it was shown that Ability to make independent decisions, ability to find
enjoyment in something just to prove that you can do it, ability to seek confrontation to get needed results
and Ability to accept failure without admitting defeat have a mean set value ≥ 2.50 and were considered
agreed. Also, it was confirmed that from the findings that Ability to have personal satisfaction that goes
beyond money to spend on self , Ability to engage in odd jobs at early age and Ability to identify
opportunities from bad situations were subscribed to as they all have a mean set value ≥ 2.50. It is thus
inferred that the respondents from the three tertiary institutions, agreed that Business Education students
in tertiary institutions in Rivers State possess potentials for achievement need for self reliance with grand
mean scores of 3.80; 3.46 and 3.27 respectively.
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Test of hypotheses
Ho1: There is no significant difference in the mean ratings of Business Education students of Rivers
State University, Ignatius Ajuru University of Education and Federal College of Education
(Technical) Omoku in respect of potentials for innovative skills for self reliance.
Table 3: Summary of analysis of variance (ANOVA) on the mean response of Business
Education students in three tertiary institutions in Rivers State in respect of potentials
for innovative skills for self reliance
Source of Variation
Sum of
squares
Df
Mean of
squares
F.cal
F.crit
Level of
sign.
Decision
Between groups
2.32
2
2.32
0.13
3.02
0.05
Accepted
Within groups
202.3
486
0.41
Total
204.62
488
Source: Survey Data, 2018
The result of table 3 indicated that the calculated F. ratio (0.13) was less than the f-critical value (3.02) at
the degree of freedom of 2 and 0.05 significant levels. Hence, the null hypothesis was accepted that there
is no significant difference in the mean rating of Business Education students in Rivers State University,
Ignatius Ajuru University of Education and Federal College of Education (technical) Omoku in respect of
potentials for innovative skills for self reliance.
Ho2: There is no significant difference in the mean ratings of Business Education students of Rivers
State University, Ignatius Ajuru University of Education and Federal College of Education
(Technical) Omoku in respect of achievement potential for self reliance.
Table 4: Summary of analysis of variance (ANOVA) on the mean response of Business Education
students in three tertiary institutions in Rivers State in respect of achievement potential
for self reliance
Source of Variation
Sum of
squares
Df
Mean of
Squares
F.cal
F.crit
Level of
sign.
Decision
Between groups
0.17
2
-7.02
-5.65.
3.02
0.05
Accepted
Within groups
Total
280.81
280.98
486
488
0.46
Source: Survey Data, 2018
The result of table 4 indicated that the calculated f. ratio of -4.65 is less than the f-critical value of 3.02 at
0.05 significant level. Hence, the null hypothesis was accepted that there is no significant difference in the
mean ratings of Business Education students of Rivers State University, Ignatius Ajuru University of
Education and Federal College of Education (Technical) Omoku in respect of achievement potential for
self reliance.
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CONCLUSION
Based on the findings, it was generally revealed that Business Education students in tertiary institutions in
Rivers State possess potentials for innovative skills and achievement need for self reliance. These
potentials are linked to performance and growth through improvement in efficiency, productivity, quality
and competitiveness as the process provides the medium through which students can convert
opportunities into workable, profitable, and marketable ideas. Nevertheless, in agreement with Ude
(1999), there are enormous challenges that may seem to inhibit these students from taking up personal
interests in entrepreneurship to manage their own businesses from start up to a profitable level. Some of
these challenges involve limits to the types of technical trainee positions allowed for Business Education
students in course of their training, students’ inability to gain access to expertise through exposure to the
skill of leadership and business mastery from mentors and role models among others. According to Ford
(2004), lack of access to credit for financing businesses also poses another challenge to Business
Education students.
RECOMMENDATIONS
The following recommendations were made to address the challenges hindering start ups for Business
students:
1. Due to the discovery that Business Education students in tertiary institutions in Rivers State possess
innovative skills, it is recommended that the management of the higher institutions engage them in
diverse innovative processes. Some of these activities can be in form of projects, collaborations
with renowned innovators for trade exhibitions among others. In course of this, students can
generate new business prospects which can serve as a source of income for the institution. This
should in turn be rewarded where necessary to enable the students maximize their innovative skills.
2. Since Business Education students in tertiary institutions in Rivers state possess achievement need
as entrepreneurship potential, they should be given guidance and counseling services alongside
their entrepreneurial training so as to enable them to gainfully utilize the potential to achieve. They
can also be encouraged to seek the help of Business role models and mentors. This is in order to
transform their mindsets- from the fear of failure and the belief in the security of white collar jobs
to using their potentials for entrepreneurship pursuits which yield self reliance.
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