CHAPTER ONE

INTRODUCTION

Background to the Study

The growth and development of any nation is hinged on the level of education

attained by its citizens. In other words, education is the bridge to the development of any

nation. Education is critical to the development of human resources, impartation of

appropriate skills, knowledge and attitude. Education is the key for positive change in the

society because of its far-reaching effects on growth and development in all sectors of the

economy. There must be revolutionary changes in institutions (both formal and non-formal)

service delivery patterns, what teachers teach, patterns of teaching, and how students learn

with the aims of identifying citizens potentials, equipping them with relevant skills and

knowledge and eradicate poverty amongst the populace (Okolocha, Ile & Ezenyilimba,

2012). Education according to the UNESCO (2003) should be seen as a powerful catalyst for

change, as a tool for poverty eradication, as it provides the vision to see clearly what is

involved in poverty eradication, the voice to say what is required, and the skills and energy to

take action in order to eradicate poverty. Considering poverty rate in Nigeria resulting from

lack of appropriate skill acquisition, and knowledge empowerment, Ezeugwu (2006) stated

that most graduates of Nigeria institutions of higher learning will continue to search for jobs

with their highly graded certificates unless they imbibe the culture of challenging their

potentials practically. Aremu (2010) attributed the unemployment problem of Nigeria

university graduates to lack of saleable skills. This situation therefore calls for knowledge

realignment.

Effective human resources development can enhance skill acquisition and reduce

unemployment. Mankind is yelling for human resources development, because it is the

gateway to globalization, eradication of poverty, sickness, terrorism and sustenance of the

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environment. No doubt that accumulation of individual resource development leads to

national development. Peretomode & Peretomode (2005) noted that human resource

management focuses on the whole process of planning, finding, building, coordinating,

utilizing work-force and handling the formal systems for the management of people within

the organization until and after their retirement. In the society, the African child is faced with

myriads of problems such as unemployment, disease, poverty, tendencies and education to

relieve himself or herself from the shackles of disease and poverty among others (Onwuka &

Obidike, 2012).

Business education is an aspect of educational programme offered at the higher

institution of learning which prepares student for careers in business. Jubril (2010) defined

business education as a specialized area of vocational education that provides educational

training, skills development, attitudes adjustment towards business orientation and academic

challenges. Bilyaminu (2011) viewed business education as an aspect of total education

programme that provides the knowledge, skills, attitudes and understanding needed to

perform in the business world as a producer and/or consumer of goods and services.

According to Okolo (2014), through practical training of graduate will acquire

creative, innovative and business skills which will transform opportunities and material

resources into goods and services. Skills acquisition has been viewed as very critical tool for

promoting business education programme. The curriculum of business education at tertiary

level is well articulated. It covers many areas of career opportunities such as information and

communication technology, management, accounting, marketing, secretarial studies (Aliyu,

2013). Business education programme is an important part of Nigeria’s educational system

which provides a solid foundation of knowledge and skills to graduates to become successful

entrepreneurs. Business education, therefore, is directed towards preparing an individual for

the business world as creative employees, entrepreneurs, and employers of labour. Thus, the
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form of education intended in the National Policy on Education, is to make business

education a requisite for entrepreneurship development.

Management refers to a group of people in organization that formulate policies to

ensure that the organization survives. They think of management team as a group of

individuals at the helm of affairs in an organization. However, management is also seen as a

process demanding the performance of specific functions (Eshenake, 2007). Nwachukwu

(2005) defined management as the art of getting things done through the efforts of other

people. Management is the process of planning, organizing and directing organizational

resources to achieve organizational goal. As a group of people, management refers to all

those at top levels in organizations who plan, guide and control the activities of members at

the lower levels. They are those in organizations who do things through and with other

people. Business Education graduates are expected to possess a wide knowledge of

management skills which include ability to plan, organize, and handle small and medium

scale businesses, source funds for the smooth running of a small business, ability to start a

new business, searching for business opportunities, registering a business, managing business

risk, effectively supervise and coordinate human and material resources.

Other relevant management skills include ability to develop broad-based investment

planning and implementation, time management skills and apply integrating business skills.

There is hardly any sphere of life where the knowledge of management is not required. In

order for Business Education graduates to successfully run entrepreneurship ventures, they

need the following accounting skills identified by Ekwue and Udoye (2008) namely; ability

to keep and control stocks, avoid unplanned expenditure, determine profit of a particular

business, find out sources of capital to start business and detect fraud among others.

Marketing competencies expected of Business Education graduates, according to Esene

(2009), are ability to capture and retain the attention of customers, promote and sell the
3
organisation’s products, analyse demand and sell the organisation’s products, as well as

ability to carry out effective marketing and information research. Other marketing skills are

knowledge of advertising, pricing and warehousing in order to avoid excess supply of

products and so on.

Competence, according to Rahman (2012), means a skill and standard of performance. To be

competent means that an individual has acquired at a particular time the knowledge, skills

and attitudes required of the person to perform successfully at a specified proficiency level in

a given work. Managerial competences are needed by all managers in all organizations for

discharging their duties effectively and to gain effectiveness in their duties in order to achieve

objectives. Managerial competencies therefore are competencies which are considered

essential for staff with managerial or supervisory responsibility in any service or programme

area, including directors and senior posts.

Managerial competencies, according to Ademiluyi (2007), are required by business

education graduates in starting, developing and managing an enterprise. It includes skills in

decision making, control and negotiation, essential in creating and growing a new business

venture. Ademiluyi further opined that managerial competencies are simply business skills

which individuals acquire to enable them function effectively as an entrepreneur. It simply

referred to sum total of all attributes and abilities required for successful operation of small

and medium scale enterprises. A manager can be competent or incompetent. Ezeani,

Ifeonyemetalu and Ezemoyih (2012) identified management incompetence as one of the

specific reasons for business failure. Business operation of organizations is conducted in

competitive working environment and ever changing environment. In order to cope with the

changing and complex business environment, manager requires developing some

competencies to survive in the organization. However, there are various managerial

competencies that business education graduates require for successful handling of business
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challenges in the contemporary business environment. For the purpose of this study,

emphasis would be placed on the managerial competencies identified by Caganora and

Cambal (2012).

Entrepreneurship according to Agomuo in Akpotowoh, Watchman and Ogeibiri

(2016) is a process of bringing together creative and innovative ideas, integrating them with

management and organizational skills in order to build up people, money and resources to

meet an identified need and thereby create wealth. Ojeifo (2013) noted that entrepreneurship

is the willingness and the ability of an individual, a firm or an organization to identify an

environmental change and exploit such an opportunity to produce goods and services for

public consumption. The concept of entrepreneurship deals with several activities concerned

with the establishment and operation of business enterprises. These activities include

identification of investment opportunities, decisionmaking, promotion and establishment of

business enterprises, aggregation of scarce resources required for production and distribution,

organization and management of human and material resources for the attainment of

enterprise objectives, risk bearing and innovation. Despite the recognition of the economic

benefits of entrepreneurship especially in terms of reducing poverty and graduate

unemployment, entrepreneurial development in Nigeria has been marred with numerous

challenges. These challenges according to Duru (2011) include high cost of doing business in

Nigeria, lack of basic knowledge in science and technology, lack of strong patent law,

inappropriate incentive structure among others.

A variable that could come into focus in the context of managerial competencies for

successful handling of business challenges is years of experience of entrepreneurs. It could be

said however that the older the entrepreneurs are in their businesses, the more they are

equipped to apply adequate managerial competencies for successful handling of business

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challenges. Therefore, assessment managerial competencies required of business education

graduate in handling entrepreneurship challenges.

Statement of the Problem

Business Education graduates in tertiary institution by their education and training

ought to possess the relevant in management competencies that will enable them establish

and run their own businesses successfully. For a business education graduate to secure,

maintain and sustain a job, the graduate needs more than manipulative skill.

This uncertainty of success among business education gradute in running their

businesses is a major concern to prospective entrepreneurs. There are doubts about the

management competencies possessed by business education graduates.

This could be an indication that business schools and programmes lack the ability to

produce entrepreneurs that can create jobs, sustain their businesses and energize the low

productivity of the private sector. This situation indicates a mismatch between the type of

education received by graduates and the needs of the economy. It appears that business

education graduates lack competencies such as innovative and ICT competencies required for

successful handling of entrepreneurship challenges. It therefore becomes imperative that this

study is carried out to investigate the managerial competencies required of business education

graduate to handle entrepreneurship challenges.

Purpose of the Study

The main purpose of the study is to assess managerial competencies required of business

education graduate to handle entrepreneurship challenges. Specifically, the study seeks to:

(1) assess the accounting competencies required of business education graduate in

handling entrepreneurship challenges.

(2) assess the managerial competencies required of business education graduate in

handling entrepreneurship challenges.

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(3) assess innovative competencies required of business education graduates in handling

entrepreneurship challenges.

(4) assess ICT competencies required of business education graduates in handling

entrepreneurship challenges.

(5) Assess problem solving competencies required of business education graduate in

handling entrepreneurship challenges.

Research Questions

The following research question were raised to guide then study:

1. What are the accounting competencies required of business education graduate in

handling entrepreneurship challenges?

2. What are the managerial competencies required of business education graduate in

handling entrepreneurship challenges?

3. What are the ICT competencies required of business education graduates in handling

entrepreneurship challenges?

4. What are the problem solving competencies required of business education graduate

in handling entrepreneurship challenges?

Significance of the Study

The findings of the study, will be of immense benefit to the students, lecturers in the

tertiary institution, curriculum planners, programmee builders, future researchers,

government and the society. The business managerial skills that will be identified in the study

will provide the students with the planning competencies they need to handle small scale

business enterprise. The administrative skills identified in the study will provide the students

with the planning competencies in the administration needed to ensure the constructive

coordination of management effort at all levels into an effective instrument for achieving

corporate objectives. In addition, the financial records management skills to be identified in

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this study will enable the students to be aware of the ways of getting the fund for business,

and use the fund effectively. The personality traits to be identified in the study will enable the

students to know the innate potentials in them as they affect the establishment and

management of small scale business enterprise. The marketing skills identified by this study

will provide the students with the knowledge of marketing mix; enable the graduates to

identify their customers and their needs. Interpersonal communication skills identified in this

study will enable the graduates to relate and communicate effectively with their customers,

clients, funders, bankers and maintain cordial relationship with their workers. Furthermore,

the IT skills will enable the graduates to recognize the relevant ICT that is needed for running

a small scale business in ICT related areas.

The lecturers in the Tertiary institution will also benefit from the findings of this study

in entrepreneurial skills to be identified in this study will hopefully enlighten the lecturers on

a wide range of business planning strategies, administrative, interpersonal communication;

personality traits; marketing; financial recording and IT skills required business education

graduates for the handling entrepreneurial and managing small scale business enterprise.

Such knowledge would provide the basis on which the lecturers will plan their lessons and

teach the students the right type of skills needed for productive work.

The result of the study would be of benefit to curriculum planners and programme

builders. The result of the study will help the curriculum planners to identify, plan and

develop the curriculum that will equip the business education graduates with the

entrepreneurial skills needed to work and become effective in the world of work. Program

builders like National Board for Technical Education (NBTE), NABTEB, NUC, would use

the result to improve on the entrepreneurship development program in Colleges of Education

The Government would also find the study very useful. Government, through the findings

can articulate policy that will enhance and enrich entrepreneurship education in all tertiary
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institutions. Such policies would assist government in the allocation of fund and other

resources for entrepreneurship education.

The society as a whole would benefit from the findings of this study. The

implementation of the curriculum, so designed incorporation the managerial and

entrepreneurial skills, will produce a pool of business education graduates who will be

enterprising and productive or functional in the society. Invariably, this will help to reduce

the rate of unemployment in the country and its associated vices. Graduates with the required

skills would be useful in the general economic transformation of society.

Finally, future researchers who are interested in doing work on entrepreneurship, will

be able to use the suggested areas for further study, replicate the work. Such research would

build on the findings of the study to create their literature for the successful completion of

their study

Scope of the Study

This study covers business education graduate in Ondo town local government.

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 CHAPTER TWO

LITERATURE REVIEW

Conceptual Framework

Concepts of Business Education.

Business education is an umbrella under which all business programmes take a shield,

such as marketing, business administration, secretarial studies and accounting (Osuala, 2009).

Agwumezie in Ezeani (2012) sees Business Education as a programme in education that

prepares students to enter and advance in jobs within a business. According to Igboke (2000),

Business Education is a dynamic field of study, geared towards preparing youths and adults

for and about business. It is a preparation for a career in business when instruction is

designed to prepare youths and adults for actual practice in the world of business. Ubulom

and Enyoghasim (2012) see business education as an aspect of educational process, which

provides an individual with the pedagogical and business competencies necessary for

teaching of business concepts, knowledge, attitudes, and skills for personal use as an

employee or employer and for participation as a business teacher. In this study, business

education is a broad range of competencies and advancement in it. The programme is offered

in institutions of higher learning especially where teachers are trained especially at the

colleges of education.

Business Education is an essential element of general education. It is concerned with

the impartation of business orientation and knowledge for personal and national development

which can lead to self-reliance as noted by Okoli (2010) who opined that Business Education

is an important part of the general education which emphasizes on skills and competencies

acquisition for use in offices and business related occupations.

Uzo-Okonkwo (2007) defined Business Education as that aspect of the total

educational programme that provides the knowledge, skills understanding and attitudes
10
needed to perform in the business world as a producer and/or consumer of goods and services

that business offers. Esene (2007) stated that Business Education represents a broad and

diverse discipline that is included in all types of educational delivery systems, elementary,

secondary and post-secondary. Business Education can be offered at any level; at secondary

and tertiary institutions such as colleges of education and universities. Business Education

includes education for office occupation, distribution and marketing occupations, business

teaching, business administration, and economic understanding. Okoro (2009) stated that

Business Education means education for and about business, or training in business skills and

competencies required for use in business offices, clerical occupations and business policy

analysis. It is a training that gives an occupational identity. Esene (2007) observed that

Business Education as that area of education process which concerns itself with vocational

and professional preparation for a career which is important for every citizen and consumer in

order that he may better understand and use his business and economic surroundings.

Business Education programme at university level, courses in accounting, management,

marketing and office technology and management are offered. The students are expected to

have possessed to relevant skills and competencies in their areas of specialization after

graduation. Business Education in management option, are expected to have wide knowledge

of how to handle business operation.

Falobi (2018) opines that Business Education is education for self reliant and

economic development. Similarly, Nwanewezi (2010) describes Business Education as

encompassing education for office occupations, business teaching, business administration

and economic understanding. In all, Adulkadir (2011) noted that one remarkable important

characteristics of Business Education programme is that, its products/graduates can function

independently as self-employed and employers of labour. To this end, the tenet of Business

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Education embraces basic education for teaching career, entrepreneurship, business

understanding, office environment and vocational practices.

A college of education, according to the Nigerian Academy of Management

Administration (2014), is an educational institution meant to prepare individuals to be leaders

and practitioners in education and related human service fields. It is also responsible for

expanding and deepening understanding of education as a fundamental human endeavour in

helping the society define and respond to its educational responsibilities and challenges.

Ubong and Wokocha (2009) stated that a college of education prepares the individual for

careers in teaching, employment in industries, civil service and business establishment as

well as self-employment. In this study, college of education is an educational institution

saddled with the responsibilities of training students and or preparing the individuals for

careers in teaching, and other areas of employments.

Theoretical Framework

Psychology Theory of Entrepreneurship (McClelland 1961) - Trait and Behavioural

The psychology theory was propounded by McClelland in 1961. The theory dealt

with entrepreneur’s characteristics and entrepreneurial process. In the views of psychologists,

the entrepreneurial ability of an individual is determine by his her levels of need for

achievement, autonomy and problem solving. The theorist assumption is the higher the needs

for achievement, autonomy and problem solving, the higher will be the entrepreneurial ability

and vice versa (Mamman, 2010).

In the psychological theory, motives and personality traits play a significant role in

determining the entrepreneurial ability of an individual. Coon (2004) defines personality

traits as “stable qualities that a person shows in most situations”. To the trait theorists there

are enduring inborn qualities or potentials of the individual that naturally make him an

entrepreneur. According to Kurger, (2004), explaining personality traits means making

12
inference from behavior. Some of the characteristics or behaviors associated with

entrepreneurs Kurger said, are that they tend to be more opportunity driven (they nose

around), demonstrate high level of creativity and innovation, and show high level of

management skills and business know-how. They have also been found to be optimistic,

(they see the cup as half full than as half empty), emotionally resilient and have mental

energy, they are hard workers, show intense commitment and perseverance, thrive on

competitive desire to excel and win, tend to be dissatisfied with the status quo and desire

improvement, entrepreneurs are also transformational in nature, who are life-long learners

and use failure as a tool and springboard and so on ( Mohar, Singh and Kishore 2007). This

theory is related to the present study as it emphasized the role played by the personality traits

and motives in developing entrepreneurial ability in OTM graduate of North-western

geopolitical zone. However, this theory gives some insight into these traits or inborn qualities

by identifying the characteristics associated with the entrepreneur. The characteristics give a

clue or an understanding of these traits or inborn potentials. The identification such

characteristics as perseverance, inner locus of control, flexibility to change, creativity and

innovation, persuasiveness and so on will enable the graduates to harness the other resources

to ensure growth of their start-ups.

Management Entrepreneurship Theory (Say, 1803)

The Management theory was propounded by Say, (1803) emphasizing on

Entrepreneurs’ skill, management and growth of the enterprises. Say (1803), recognised the

managerial role of the entrepreneur. The management theorist argues that entrepreneurs have

individual specific resources that facilitate the recognition of new opportunities and the

assembling of new resources for the emerging firm (Alvarez and Busenitz, 2001). Research

shows that some persons are more able to recognise and exploit opportunities than others

because they have better access to information and knowledge (Anderson and Miller, 2003;
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Shane, 2003; Shane and Venkataraman, 2000). On the issue of social network structure,

Shame and Eckhardt (2003) says “an individual may have the ability to recognise that a given

entrepreneurial opportunity exist, but might lack the social connections to transform the

opportunity into a business start up. It is through that access to a large social network might

help overcome the this problem.

In another development, Low, (2001) in Kurger, proposed that entrepreneurship as a

scholarly field should seek to understand how opportunities bring into existence future good

and services that are discovered, created and exploited, by whom and with what

consequences. Entrepreneurship is defined by the management theorist as “The creation and

management of new business, small businesses and family businesses and the characteristics

and special problems of entrepreneurs. According to Drucker (1985), successful

entrepreneurship involves the following things – value and satisfaction obtained from

resources by the consumer are increased. New values are created. Material is converted into

resource or existing resources are combined in a new or more productive configuration.

Drucker stress that entrepreneurship is the practice which has a knowledge base.

Entrepreneurship is not confined to only big businesses and economic institutions, it is

equally important to small business. The management theory is important to this current

study based on the theorists emphasis on idea generation and opportunity strategies, venture

team (networking), selfemployment and owner-manager (self-reliance), on entrepreneurs’

skills, and its place in the management and growth of an enterprise.

The Trait-Factor Theory

The Trait-Factor Theory was propounded by Parsons in 1909. The theory holds that a

person should have a complete and clear understanding of himself, his aptitudes, interests,

resources, and limitations prior to making an occupational choice. The theory assumes that an

individual’s abilities and interests can be attached with the vocational opportunities in the
14
world of work. That is to say that once the entrepreneurial skills the Business Education

graduates require are acquired, the choice to start up a business is inevitable. According to

Parsons (1909) as cited in Flanigan (2011), an individual must be aware of the requirements,

conditions for success, and prospects in different occupations. That is why the theory is based

on individual’s abilities and interests. The trait factor theory assumes that it is possible to

“trail” or “track” an individual into an occupation using the trait factor. The theory is related

and relevant to the present study in that business education graduates must have acquired the

abilities i.e. the creative skills, management skills, decision-making skills, problem-solving

skills, financial and accounting skills, interpersonal skills etc. These skills could spur their

interests prior to choice of an entrepreneurial venture. The theory also shows that for business

education graduates to be successfully employed, whether in paid employment or self-

employment, they should possess the requisite skills to succeed in the employment.

Theoretical Studies

General Objectives of Business Education

The main objectives of Business Education by are:

1. To develop individual student to become high caliber professional in business

establishment

2. To inculcate skills that will make the individual student to become self-reliant

3. To help students to gain knowledge on what business is through teaching them

various business-related subjects.

4. To teach students how to deal with finances, taxes and other business-related things.

5. To develop the analytic and evaluating skills when it comes to making

businessrelated decisions

6. To inculcate fundamental business skills and interest to the recipients

15
7. To provide useful life skills that can be applied to other spheres of life other than

business (e.g. Soft skills).

8. To engage students in activities that will prepare them for their adult life in the

society.

9. To explain the possible problems and pitfalls of having your own business

10. To encourage students to be more interested in business.

11. To develop in all students the ability to choose discriminately and to use wisely the

goods and services that business is to offer.

12. To prepare students to become business related courses teacher.

Business Education is an education for and about business or training in business

courses necessary to set-up private businesses (Esene, 2012). The objectives of Business

Education according to Okoro (2008) are:

To produce competent graduates to teach Business Education subjects in secondary schools.

To produce competent graduates for self-employment and self-reliance

To produce competent graduates for office occupation

To produce competent graduates for the industries

To produce competent graduates for the public sector

Management skills of Entrepreneur required by Business Education graduates

Management skill of an entrepreneur according to Okechukwu, (2009) is enormous

because it involves all aspects of managing a business venture which may include:

a. Locating the business environment

b. Identifying product line (procurement)

c. Recruitment of staff

d. Staff remuneration/motivation

e. Determining staff welfare, duty and discipline

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f. Human capital development.

Managers of the enterprise should be generalist and gain basic skills and knowledge

in managerial functions such as planning, organising, leading, controlling and co-ordinating

Oborah (2003). The author further said; “Managers should also have an overview of finance,

marketing; market development, market competition and so on to enable them maintain their

market share”. Being a manager is not an easy task as observed by Okechukwu (2009), due to

the fact that they work with people. Of all the production factors, people are the most intricate

to manage. Not everybody feels at ease in managing people.

Administrators needs to use and influence behaviour of people to reach the goals of

the enterprise (Duniya, 2004). In doing so, Duniya said, they use the managerial functions

which include: Planning, organising, staffing, directing, controlling, coordinating, budgeting

blending with the personal attributes to achieve success.

Planning: No skill is more important to the entrepreneur than the planning skills. Planning is

the major function of management. Being able to put together plans, follow them, and adapt

them to new situation is essential to the success of most ventures. Planning is not an activity

that should be left to others. Planning includes the ability to foresee developments that may

affect the venture and to figure out how to respond to these developments. This involves

accurate decision making to avoid failure. Planning involve bringing together relevant

information and organizing it in a way that will be helpful to make effective decisions.

Organisation: Organisational skills are another aspect of managerial skill. Most of the work

done by entrepreneurs require them to organize information, money, people and other

resources. Good organisational skills permit entrepreneurs to use resources effectively,

efficiently and productively. Organisation according to Duniya (2004) is concerned with the

division of work into sections and departments and with the allocation of responsibilities,

authority and duties to all members of the concern.

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Control: Forecasting and planning involve the making of decisions for the future, and control

is then the continuous follow-up to ensure that policies are implemented and properly

interpreted. Control is also the guiding and regulating of a business in order that it can

achieve its objectives. The essence of control falls into three parts: setting up standards as the

result of declared policies; making regular periodic comparisons with these standards and

taking corrective actions where required.

Coordination: This means the unification of efforts by which activities all sides of a business

is aimed at achieving common objectives and to follow common policies. In this age of

specialization, the greater the degree of specialization, the greater is the need for coordination

Duniya, 2004).

Staffing: The main purpose of personnel unit must be to seek and recruit the right caliber

workers, and to keep them in employment subsequently. A high rate of labour turnover is bad

in many ways, and is expensive.

Directing: Decision making skills is one skill the entrepreneur must possess. The ability to

make effective decisions is a skill, just as the willingness to make decision is an attitude. The

decisions like planning should not be left to others. It is important that entrepreneurs develop

a process that work for them in making decisions. The decision making process normally

involves defining the problem clearly, assembling the relevant information, establishing

criteria for making decisions and identifying and evaluating possible alternative plans

(Duniya, 2004).

Leadership: It has been defined as the capacity and will to rally people to a common purpose,

and the character which inspires confidence. Blackmore, (2006). This is different from being

a manager, Blackmore said; it is about providing vision and direction, inspiring others to

work with you towards that vision and enabling them to do so. The leader will ensure that

employees are resourceful, motivated, and paid as at when due (Blackmore, 2006).
18
Leadership entails moving people in a planned direction for the attainment of pre-determined

goals or objectives. As a successful entrepreneur, you will need to depend on others to get

beyond a very early state in the business. The entrepreneur can lead and motivate others to

follow and deliver their visions. In leading, you should be able to delegate work to others,

supervise the work delegated. Leading followers and surrounding circumstances usually

determine a style to adopt. Some people believe that an entrepreneur runs what is essentially

a one person-show. The entrepreneur makes all the key decisions and the venture’s

employees or supporters take orders. In most cases, this does not work well for the venture.

In a business enterprise, the process of leadership comprises of the identification of tasks,

grouping of tasks into jobs, grouping jobs into departments, assigning of jobs, allocation of

resources and the determination of authority and the channel of communication. For any form

of leadership to be effective, time management is imperative (Duniya, 2004; Aminu, 2008;

Mamman, 2008). For effective entrepreneurial leadership, the leader need to be empathic,

have good listening skills, have negotiation skills and also motivate others, be able to set goal

and take decisions relating to attainment of the goal.

In business, leadership skill is not an option it is a necessity (Ajaero, 2010). Business

is all about ones relationship with people. It entails unifying people with different

backgrounds, beliefs, and skills to a common cause. Leadership entails forging people with

differen+t skills and ideologies into a business team. Good leadership consists of showing

average people how to do the work of superior people by delegating authority and

supervising the delegated authority. Business is not just doing deals; business is having great

products, doing great engineering and providing tremendous service to customers. Business is

a cobweb of human relation (Ajaero, 2010). Successful entrepreneurs like Aliko Dangote,

Bill Gate etc., were not born business leaders; they were made. They became business great

leaders because they desired it; they humbled themselves, having self-control and learned the
19
art and science of leadership. It is within ones reach to become good corporate leader or but

other entrepreneurial skills must be developed for effective leadership.

The Skills Business Education graduates are expected to possess

Business Education graduates are expected to possess adequate knowledge and skills in

management. Eshenake identified the following managerial competencies as needed for

entrepreneurial success:

Human skill: This refer to the ability of the manger to handle personal relationships. Human

skills are needed by top management staff on how to create good relations with and between

staff and clients of their organizations for organizational survival and success.

Technical skills: The manger should know the methods, processes and techniques required in

the performance of a particular activity. These skills are needed of management levels.

Conceptual skills: The manger should be able to see relationship between departments and

units within the organization and relationships between the organization and the environment.

These skills are needed by top management staff.

Ademiluyi (2007) identified management competencies needed for effective entrepreneurship

as perceived by fresh graduates to include planning skills, organizing skills, directing skills,

controlling skills, motivating skills, staffing skills, leading skills, office management skills,

coordinating and good knowledge of commerce.

In the same vein, Ekpenyong and Ojo (2008) identified the following management

skills as needed by Business Education graduates for entrepreneurial success.

- Ability to plan, organize and manage small scale or medium scale business.

- Ability to source for funds for the running of a small scale business

- Ability to develop skills of keeping accounting records of small-scale business

- Ability to supervise and coordinate of both human and material resources - Ability to

develop broad-based investment planning and implementation skills

20
- Ability apply integrating business skills

- Ability to have constant alertness to market changes and technical trend

- Ability to maintain business ethics

- Ability to interpret market information

- Time management skills

- Ability to be resourceful and creative

- Ability to redefine risk as opportunities to make use of the expertise - Ability to motivate

self and others under one’s circle of influence

- Ability to develop skills for effective utilization of the project for the growth and

development of the firm.

- Ability to develop a reputation for being the kind of person who is always looking for ways

to do things better and faster.

- Ability to handle crises whenever it occurs.

The management competencies expected of Business Education graduates

Business Education is taught both at the College of Education and at the university. Courses

in accounting, management, marketing, office technology and management are taught.

Business Education serves as a very significant means through which a nation can achieve its

ultimate goals in business especially if it is supported with entrepreneurship education and is

properly nurtured and articulated to provide initiatives, self-employment, management and

marketing skills, and is geared towards risk-taking and problem solving (Hynes 1996). It

stretches the acquisition of knowledge relevant to employment and demonstrable job specific

skills or competences. Competencies are abilities of power and authority of knowledge,

attitudes and facts necessary for accomplishing tasks (Achilike & Okwuanaso, 2001).

Competencies, therefore, are the knowledge, skills and behaviours that enable an employee to

meet established performance criteria. Ente, Amusa and Eze (2009) view competencies as
21
essential knowledge and skills obtainable in a profession and those which the professionals in

the field must possess and be able to demonstrate at optimal level of acquisition and

functioning. Quality service or job can only be rendered when one has the knowledge,

competencies and attitude required in the profession.

Business Education prepares its graduates for employment in the work-place, typical existing

business enterprises as well as the acquisition of knowledge relevant to employment. The

Business Education programme basically equips the individual with skills and abilities. The

relevance of the programme has to do with its practical acquisition and application of basic

skills for real life situations. An important characteristic of the Business Education

programme is that its products can function independently as self-employed and employers of

labour. It is unfortunate that products of Business Education end up rubbing shoulders with

products of other programmes (Abdulkadir, 2011). It has the consequence of decreasing

employment in both government and private organizations. The products of Business

Education seem to lack the necessary entrepreneurship skills, most especially accounting

skills, to set up and maintain their own businesses.

Business Education prepares its graduates for employment in the work-place, typical

existing business enterprises as well as the acquisition of knowledge relevant to employment.

The Business Education programme basically equips the individual with skills and abilities.

The relevance of the programme has to do with its practical acquisition and application of

basic skills for real life situations. An important characteristic of the Business Education

programme is that its products can function independently as self-employed and employers of

labour. It is unfortunate that products of Business Education end up rubbing shoulders with

products of other programmes (Abdulkadir, 2011).

Gibson (2011) also identified the following management competencies expected of

Business Education graduates

22
Ability to identify and use market opportunities

Ability to set appropriate goals

Ability to plan effectively for goal attainment

Ability to organize resources (human and material) for goal attainment - Ability to implement

plans for goal attainment

1. Ability to evaluate all activities and operations in the process of goal attainment -

Ability to make appropriate feed back

2. Ability to establish and maintain appropriate open channels for communications

3. Ability to relate properly with people - Ability to understand business law

4. Ability to advertise firms product effectively

5. Ability to understand and use banking facilities Management competencies are

essential to the success of every organization.

Management influences the life of all members of an organized society (Eshenake,

2007). The knowledge of managerial skills will provide the following: - A greater knowledge

of and insight into the responsibilities of managing people. - A better understanding of the

problems of operating a business organization - An opportunity to learn the skills essential to

effective managerial decision making - An understanding of basic principles of management -

An increased knowledge about production and operations of management techniques - The

knowledge to identify and cope with internal and external forces in the environment that

affect performance - The skills and attitude to continue in professional development.

The entrepreneurial skills of Business Education Needed by Graduate and Student

The entrepreneurial skills include:

a. Creativity and innovation;

b. A high degree of self-confidence;

c. ability to scan environment;

23
d. Good problem-solving ability;

e. Tolerance for ambiguity;

f. Ability to integrate the 5ms (men, machine, materials, money and management); and

g. Goal-oriented (abanyam, 2014; Adebisi, 2015; Eze et al., 2016).

The authors also identified other skills to include:

a. The ability to make quality decisions,

b. Technical ability,

c. Concentration

d. Communication,

e. Motivation,

f. Organisational skills,

g. Management/administration,

h. Financial skills,

i. Marketing skills and

j. Avoidance of business failure.

Creative Thinking Skills and Managerial Skills

This study is however focused on creative thinking skills and managerial skills required by

business education graduates for self-employment.

Creativity is the generation of imaginative new ideas (Neweel and Shaw in Sefertzi,

2000), involving a radical newness innovation or solution to a problem, and a radical

reformulation of problems (Sefertzi, 2000). According to Sefertzi (2000), creative thinking

involves not only a cognitive dimension (the generation of new ideas) but also motivation and

emotion, and is closely linked to cultural context and personality factors. Creativity involves

some form of display of ability to do something and most often in a new way. Therefore, due

to the high rate of unemployment in Nigeria State, the numerous graduate youths roaming the
24
streets seriously need creative thinking skills. In the context of this study, creativity involves

the generation of new ideas or the combination of known elements into something new to

provide valuable solutions to a problem. Creative thinking skills could help the business

education graduates in harnessing their potentials in business management to enable them to

be successful entrepreneurs. The skills need of an entrepreneur could be developed to reduce

unemployment and youth restiveness through business education programme.

According to Ubulom in Ubulom and Enyoghasim (2012), creative skills would be

useful in being able to: plan, organize and manage small-scale or medium scale businesses;

source for fund for the running of small-scale businesses, develop skill of keeping the

accounting records of small-scale business, develop human and public relations skills,

develop skills for the coordination of both human and material resources, acquire skills for

effective supervision, develop skills for effective utilization of profit for the growth of an

enterprise; and develop a broad based investment planning and implementation skills. Others,

according to the author, include flexible and visionary skills, interpersonal and managerial

skills (personal image, attitude, habits and behaviour), techniques of communication

(communication skills), problem-solving, and decision-making skills. The entrepreneurial

skills could be acquired or developed through business education and training in the colleges

of education, universities and other related skill acquisition training centres. Aside from

creativity skills, graduates of Business Education need managerial skills.

The term management is the art of getting things done through people. Osuala (2009)

defined management as the process of achieving an organization’s goals through coordinated

performance of five specific functions, namely, planning, organizing, staffing, directing and

controlling. Organization is a group of people who work together to achieve a common goal.

The goal can be to make profit in form of money or to produce a finished product or extract

raw materials. Many studies on the causes of business failure in Nigeria and elsewhere point
25
to poor management (Montana and Charnov, 2008). It is a fact that wherever there is an

organization whether it is a government office, hotel, church, social club, a business

enterprise or a hospital, there must be a person or group of individuals responsible for the

attainment of its objectives (Nwachukwu, 2005). In business perspective, the entrepreneur is

the leader who is at the management level. He accomplishes his objectives or goals primarily

by working with and directing the work of others. All entrepreneurs have goals or objectives.

Therefore, they plan, organize, direct and control in order to achieve these objectives.

Management equally involves good planning, organizing, directing and controlling of

workers and materials to effectively and efficiently meet the set objectives of an enterprise.

According to Ezedum and Odigbo (2011), management in all business and organizational

activities is the act of getting people together to accomplish desired goals and objectives

using available resources efficiently and effectively. The authors further stated that

management comprises planning, organizing, staffing, leading or directing, and controlling an

organization (a group of one or more people or entities) or effort for the purpose of

accomplishing a goal. Management skills, according to Barret in Ezeani (2012) include:

Planning and goal setting, decision making, human relationship, marketing, finance,

accounting, management, control, negotiation, venture, launch and managing growth.

According to Olaoye (2003), management skills are required by Business Education

graduates in starting, developing and managing an enterprise. In the same vein, Nwachukwu

(2005) stated that entrepreneurs in an organization perform the following functions: making

decisions, focus on objectives plan and set policies, organize and staff, communicate, direct

and supervise by securing actual performance from subordinates, and control organizational

activities. Ezedum and Odigbo (2011) identified some important management skills required

by the business education graduates to successfully start, run and manage an enterprise to

include: time management, credit management, records keeping management, risk

26
management, financial management. Time management is the act of arranging, organizing,

scheduling, and budgeting one’s time for the purpose of generating more effective work and

productivity (Ezedum and Odigbo, 2011). It encompasses a lot of activities which include:

planning, allocation, set goals, delegation, analysis of time spent, monitoring, organizing,

scheduling and prioritizing (Walker, 2007). In this situation, management, according to

Walker (2007), is the act of coordinating work activities of organizations so that they are

completed effectively and efficiently with and or through others.

Another management skill required for success in entrepreneurship is record keeping.

Record keeping simply means the act of documenting all activities of the day to day running

of a business. In other words, it is the documentation of all financial activities and other

transactions, e.g receiving; purchasing; collections; and giving and selling. Record keeping is

often neglected by most entrepreneurs. This is a skill that Business Education graduates must

acquire for continuity and survival of an enterprise. Any form of business enterprise needs

the keeping of records. Ezeibe and Edafiogho (2014) listed the importance of keeping records

in a business enterprise to include:

(i) It gives a clear picture of the financial records of a business and other transactions.

(ii) It can be used as a tool to show and convince banks and other lending bodies and how

the business is operating.

(iii) It can assist entrepreneurs in the development of their business plans.

(iv) It makes it easy to account for money borrowed or donated.

(v) It allows one to discern the financial position of the business at a glance.

(vi) It alerts entrepreneurs about when payment and amounts should be made or collected.

(vii) It allows entrepreneurs to easily determine the assets and liabilities of their

businesses.

27
(viii) It makes it easy for an entrepreneur to see how much capital has been invested in the

business.

Information Technology Skills Required by Business Education Graduates

Modern business office is rapidly changing as a result of office automation, which has

brought about new methods in carrying out functions performed by people in organizations

(Etonyeaku, 2010). At the centre of the new trends in the office Etonyeaku went further, are

the office information technologies which place greater responsibilities on business educator

and Business education students. Office technology systems refers to all the automated or

electronic processes by which office information is gathered, processed, reproduced,

transmitted, stored, protected and retrieved (Nwosu, 2000 in Etonyeaku, 2010).

Information according to Bongotons and Onyenwe, (2010), occupies a strategic role

in the scheme of human existence; through communication of information development is

facilitated. Agomuo (2005) refers to information as facts, instructions and processed data that

have been organized in any medium of form, such organized facts/data which is meaningful

to the end users or recipients. Communication is kind of social interaction where at least two

interacting agents share common set of signs and a common set of semiotic rules (Ochai,

2007). Communication in this information age has been influenced by modern technology.

Technology is regarded as a major platform for societal development. Technology is

the application of the scientific knowledge in practical ways (Ajaero, 2010). In the same vein,

technology according to Obayi, (2006) is a form of knowledge that uses concepts and skills

from other disciplines especially science and the application of this knowledge to meet an

identified need or solve a specified problem using materials, energy, tools and computers.

Supporting Obayi, (2006), Brenna and Mahon (2007) in Ezemoyih and Okafor (2010),

observed that technology is a problem solving process which has its goals, the improvement

of the quality of human life, human needs and resources. Ochai, (2007) define ICT as any
28
equipment or interconnected system or sub systems of equipment, that is used in the

automatic acquisition, storage, manipulation, management, retrieval, movement, control,

display, switching, interchange, transmission, reception of date information and

communication technology. Njie (2009) state, ICT means the use of computers and

telecommunication gadgets in information processing.

ICT according to Ajaero, (2010) is an umbrella term that includes any communication

device or application encompassing: radio, television, cellular phones computer network,

hardware and software, satellite systems and so on, as well as various services and

applications associated with each of these such as videoconferencing and distance learning.

However, Ajaero, further stated that ICT is different from information technology (IT).

According to the author, IT has to do with knowledge and skills needed to apply information

and communication technology (ICT) appropriately. However, Wikipedia (2008) indicate

that IT is the capability (skill) to electronically input, process store, output, transmit and

retrieve data/information.

Presently, the effects of technology is felt in word processing, micrographics system,

photocopying, communication gadgets, electronic mails, (E-mail), facsimile transmission

(Fax) remote conferencing, the internet and so on. Skills are required in word perfect, spread

sheet, data base management. Such skills would include skills in using software in carrying

out research on the World Wide Web (www), skills in handling and operating hardware like

computer, printers, facsimile, telecommunication gadgets, use of the internet to send e-mail,

conduct market using ecommerce, edit and produce correspondence using the computer.

Atuenyi, (2010) says, is the application of modern office technologies which allows

the various form of information to be processed, transmitted, manipulated, stored and

retrieved with speed, accuracy and efficiency. Major technologies that affects office

according to the author include:

29
(a) Data processing: The automation equipment for processing data increases the

efficiency of business.

(b) Word Processing: Word processing equipment and software are important features in

today’s office environment;

(c) Graphics: Using graphic is often an effective way to convey information;

(d) Image: A scanner can reproduce images for use in word processing desktop

publishing application.

(e) Voice: Using the human voice to produce information can be as simple as speaking on

the telephone

(f) Networking: Linking computers and other office machines used for processing

information expands the possibilities for managing information effectively.

Problem solving skills and competency of Graduate of Business Education

On the other hand, problem solving skills are highly sought after by employers as

many companies rely on their employees to identify and solve problems. It is among the most

important skill students must have when they start life after graduation. In this 21st century,

one of the objectives of education is raising individuals, who can apply the information they

learn to solve problems, develop strategies, and transfer their knowledge. Problem solving

abilities are important skills for educational area because a healthy society or a healthy nation

can only maintain its existence through adopting themselves into new conditions by problem

solving abilities (Incebacat & Ersoy, 2016). Problem solving is the ability to solve problems

and make decisions in a huge asset to employers; ability to effectively plan and organise

creative thinking, innovative and inventive and are more likely to devise new ways of doing

things that add value to the work environment; thinking critically and logically to evaluate

situations , solve problems and make decisions. Saygili (2017) noted that problem solving is a

process of moving toward a goal when the path to the goal is uncertain. Saygili further
30
explained that in order to be effective at problem solving one is likely to need some other key

skills, which include: creativity, researchable skills because defining and solving problem

often requires research, team work skills, emotional intelligence, risk management and

Decision. Cai and Lester (2010) also noted that problem solving process is a complex process

that requires many skills to be used together. The elements of this process were

understanding the problem, choosing the necessary information among the given choices, and

reaching the solution after performing the necessary operations. On the other hand, Saygili

(2017) noted that the stages of effective problem solving include the following:

i. Problem identification: This stage involves detecting and recognizing that there is a

problem, identifying the nature of the problem and defining the problem.

ii. Structuring the problem: This involves careful observation, inspection, fact finding

and developing a clear picture of the problem and to increase understanding.

iii. Looking for possible solutions. At this stage possible courses of action is being

generated by letting each person in the group express their views on possible solution.

iv. Making a Decision: This stage involves careful analysis of the different possible

courses of action and then selecting the best solution for implementation. v.

Implementation: This involves accepting and carrying out the chosen course of action.

vi. Monitoring/seeking feedback: This stage involves reviewing the outcomes of problem

solving over a period of time and seeking feedback as to the success of the outcomes

of the chosen solution.

Abazou (2016) in the same vein noted that the problem solving skills involve

identification of the problem, defining the main element of the problem, examining the

possible solutions, acting on the resolving problem and looking for lessons to learn. These

skills can effectively lead to efficiency in job performance in an organization. Gomez (2017)

also explained that problem solving skills involves the ability to identify problems, look at
31
them objectively, decide based on facts, develop practical and creative solutions, and follow a

process to solve them without being overwhelmed by them or being dependent on others to

solve them. Even the hardest problems can be solved with the right mindset and working

systematically towards a solution. Therefore, problem solving skills involves identification of

problems and being able to proffer solutions to the problems.

Innovative Competencies for Entrepreneurial Development

 Innovative competencies for entrepreneurial development include:

 Introduction of new products,

 New methods of production,

 Opening new markets,

 Exploring new sources of supply of raw materials and carrying out new types of

organization (oduma, 2012).

For effective innovation to take place, the entrepreneur must ensure that he is well equipped

and able to carry out innovative activities, which include: basic research activity, applied

research activity, and development research activity among others. The acquisition of these

competencies will enable graduates of business education function effectively in a rapidly

changing global environment. Unemployment exists partly because most of the products of

educational system look for jobs that do not exist. According to Ademiluyi (2007), most

business education graduates lack the ability to succeed in private enterprise. There is

therefore the need to identify those skills, competencies, attributes and attitudes which may

enhance the survival entrepreneurial ventures amidst the ever-challenging business

environment in the global economy.

Empirical Review

Okoro (2013) on university business education students to handle entrepreneurship

business challenges in Nigeria, stated that University Business Education graduates, by the
32
nature of their programme, ought to possess relevant accounting competencies for successful

entrepreneurship but casual observation and empirical reports indicate that they are not doing

well in this aspect. Therefore, this study assessed the accounting competencies possessed by

university postgraduate Business Education students to handle entrepreneurship business

challenges in Nigeria. One research question and five hypotheses guided the study.

Descriptive survey design was adopted for the study. The population, also used as the sample,

consisted of 388 Business Education graduates who are currently running their postgraduate

programme in universities in the south-east and south-south geopolitical zones in Nigeria.

The questionnaire was adequately validated by experts in Business Education and

measurement and evaluation. The internal consistency of the instrument was determined

using Cronbach alpha which has a reliability coefficient of 0.94. The mean and standard

deviation were used to answer the research questions while Z-test was used to test the

hypotheses at 0.05 level of significance. The result revealed that Business Education

graduates are competent in ability to plan for small or medium scale businesses, ability to

source funds for the running of a small scale business among others. However, they are not

competent in preparation of tax codes and setting up of a currency. It was recommended that

Business Education graduates should undergo training in conferences and workshops to

enable them possess more effective accounting knowledge.

Ogundele (2020) the study investigated perceived entrepreneurship competencies

required by business education students for establishing small-scale ventures in Kwara State.

Descriptive survey research design was employed for the survey. A total of 205 comprising

39-business education lecturers and 166 entrepreneurs in Ilorin metropolis made up the

population for the study. Three research questions and three null hypotheses guide the

conduct of the study. The instrument used for data collection was a questionnaire with

Cronbach reliability coefficient of 0.86. The method used for analyzing the data collected for
33
the study was mean and standard deviation for the research questions and t-test was used to

test the null hypotheses at the 0.05 level of significance. The result of the data collected and

analyzed indicated that managerial skill, Information and communication technology skills

and marketing skills are required by business education students in establishing small-scale

venture as perceived by business education lecturers and entrepreneurs. The result of the test

of the null hypothesis showed significant difference in the mean rating of lecturers and

entrepreneurs. It was concluded that entrepreneurial skills are highly required for establishing

small-scale ventures. It was recommended among others that undergraduates in Business

education should strive towards skill acquisition because success and progress in the world of

work and becoming self-employed, self-reliant is dependent on the skills and abilities

possessed.

Mamman B., Ugwoke E. O & . Ezhim I. A. (2021) This study was carried out to

determine the entrepreneurial skill training needs of Business Education graduates of colleges

of education for self-employment in Nasarawa State. Survey research design was adopted.

Two research questions and two hypotheses guided the study. The population for the study

was 112 respondents made up of 49 graduates and 63 entrepreneurs. The instrument for data

collection was questionnaire. Three experts did face validation of the questionnaire.

Cronbach Alpha method was adopted to determine the internal consistency of the instrument

which yielded reliability coefficients of 0.87 and 0.89 for expressed importance and level of

performance mean and training need index (TNI) were used to answer the research questions,

while t-test statistic was used to test the null hypotheses at 0.05 level of significance.

Findings revealed no significant difference between mean responses of entrepreneurs and

graduates in all the entrepreneurial skill training needs except in five out of ten items on

managerial skills training needs. It was concluded among others, that Business Education

graduates need creativity and managerial skills training. It was recommended among others
34
that government should set up special grants for regular training and retraining of Business

Education graduates to prepare them for self–employment opportunities.

35
 CHAPTER THREE

METHOD

This chapter presents the procedures and techniques following adopted for this study.

The chapter is organized under the following subheadings: Research Design, Area of the

study, Population of the Study, Sample and Sampling Technique, Instrument for Data

collection, Validation of instrument, Administration of the test Instruments, Method of Data

Analysis.

3.1 Research Design

The design that will be used for this study is descriptive survey. Descriptive survey

design is suitable for eliciting information from respondents without interfering with their

responses (Dorotolu 2006). The rationale for using a descriptive approach was to explore and

describe the investigation to managerial competencies required of business education

graduate to handle entrepreneurship challenges in Ondo West Local Government, Ondo

State.

3.2 Area of the Study

The study will be carried out in Ondo West Local Government Area of Ondo State.

The local government is one of the 18 local government areas in Ondo State, Nigeria.

3.3 Population of the Study

The target population of the study will consists of 58 graduates in Ondo west Local

government, Ondo State.

3.4 Sample and Sampling Technique

The sample considered for this study was eighty (58) graduates randomly selected

through simple sampling random techniques in which Eighty graduates in Ondo West Local

Government of Ondo Stat, will be chosen as respondents for the study.

36
3.5 Instrument for Data Collection

A structured questionnaire will be used to elicit information and responses from the

respondents in this study. The questionnaire was divided into two sections. Section A elicits

information on personal data of the respondents such as age, sex, and so on. While Section B

was used to elicit information that provides answers to the research questions raised

accordingly.

3.6 Validation of Instrument

The research instrument will be subjected to scrutiny of three (3) experts who checked

that the items were relevant to the study, clearly stated and capable of providing information

on the managerial competencies required of business education graduate to handle

entrepreneurship challenges.

3.7 Administration of the Instruments

Eighty (80) copies of the questionnaire will be produce and personally administered to

selected graduate in Ondo West Local Government, Ondo. The copies of the questionnaire

will be retrieved immediately this facilitated ease and high rate of return.

3.8 Methods of Data Analysis

All information collected from the respondents will be properly organize and

tabulated for easy and effective analysis, Arithmetic mean will be used to analyze the data

collected. Criterion mean of 2.50 will be used for decision making. Mean score above 2.50

will be judged as agreed while mean score below 2.50 will be judged as disagreed.

37
 CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

4.0 Preamble

This chapter represents the demographic information of the participants that were

selected for this study. It presents answers to the research question raised. The chapter also

presents answer to the discussion of the findings which are generated from the research

questions.

4.1 Demographical Presentation

Description Frequency Percentage

Female 49 84.5

Male 9 15.5

Total 80+ 100.0

The table 4.1 shows that one hundred respondents were involve in this study. 15.5%

of the respondents were male while the remaining who constitute 85.5% were female. The

result from this table is an indication that the female respondent who participated in this study

were more than the male ones.

Research Question 1: What are the accounting competencies required of business education

graduate in handling entrepreneurship challenges?

Table 2: The accounting competencies required of business education graduate in

handling entrepreneurship challenges

SN/A the accounting competencies required of Remark

business education graduate in handling SA A SD D
Mean
entrepreneurship challenges (4) (3) (2) (1)

1 Keep debtors and creditors’ ledgers 28 30 0 0 3.40 Agreed

2 Keeping sales and purchases records daily 37 21 0 0 3.63 Agreed

38
3 Wise sourcing and use of finances 15 40 3 0 3.20 Agreed

4 Ability to prepare sales, cash and production 28 16 0 14 3.00 Agreed

budget and forecasting sales

5 Ability to avoid unbudgeted expenditure 16 36 4 2 3.13

6 Ability to undertake simple audit and manage 40 18 0 0 3.70

it properly

Table 2, reveal that the mean responses on item 1 to 6 ranged from 3.00 to 3.70 which were

greater than the cut-off point (2.50). Therefore, respondents agreed that the accounting

competencies required of business education graduate in handling entrepreneurship

challenges.

Research Question 2: What are the managerial competencies required of business education

graduate in handling entrepreneurship challenges?

Table 3: Managerial competencies required of business education graduate in handling

entrepreneurship challenges

B Managerial competencies required of business Remark

SA A SD D
education graduate in handling Mean
(4) (3) (2) (1)
entrepreneurship challenges
7 Ability to have a cordial communications with 25 33 0 0 3.43 Agreed
customers and staff

8 Ability to make effective use of feedback from 20 38 0 0 3.86 Agreed

customers

9 Ability to set achievable goals and target for the 45 13 0 0 3.77 Agreed
enterprise

10 Ability to understand the concept of time 40 18 0 0 3.68 Agreed

management and Job demands

11 Ability to have a long and short term vision for 14 29 9 6 2.87 Agreed
managing an enterprise

39
 12 Ability to have human resource management skills 13 35 1 9 2.89 Agreed

Table 3, reveal that the mean responses on item 7 to 12 ranged from 2.87 to 3.86 which were

greater than the cut-off point (2.50). Therefore, respondents agreed that the managerial

competencies required of business education graduate in handling entrepreneurship

challenges were very high.

Research Question 3: What are the ICT competencies required of business education

graduates in handling entrepreneurship challenges?

Table 4: The ICT competencies required of business education graduates in handling

entrepreneurship challenges

C The ICT competencies required of business Remark

SA A SD D
education graduates in handling Mean
(4) (3) (2) (1)
entrepreneurship challenges
12 Ability to Operate the computer 30 28 0 0 3.51 Disagreed

13 Ability to use database, Microsoft access for 50 8 0 0 3.86 Disagreed

storage and administration of staff data

14 Ability to use spreadsheets like-Microsoft excel 40 18 0 0 3.68 Agreed

to manage the business budget

15 Ability to access the internet through the use of 50 8 0 0 3.86 Agreed

mobile phones

16 Conference calls/video conferencing for skills 18 14 20 6 2.75 Agreed

17 Ability to use scanning machines 25 33 0 0 3.43 Agreed

Table 4, reveal that the mean responses on item 12 to 17 ranged from 2.75 to 3.86 which

were greater than the cut-off point (2.50). Therefore, respondents agreed that the influence of

prompt release of results on biology student’s academic performance were very high.

40
Research Question 4: What are the problem solving competencies required of business

education graduate in handling entrepreneurship challenges?

D The problem solving competencies required of Remark

SA A SD D
business education graduate in handling Mean
(4) (3) (2) (1)
entrepreneurship challenges
18 Combine ideas and knowledge into new value 18 35 0 5 3.05 Agreed

19 Introduce new methods of productivity 50 8 0 0 3.68 Agreed

20 Figure out how to make products work better 48 10 0 0 3.00 Agreed

21 Bring best ideas into reality 37 21 0 0 3.63 Agreed

22 Add value to customers satisfaction 55 3 0 0 3.94 Agreed

23 Gain access to technology on innovation in small

scale enterprises

Table 5, reveal that the mean responses on item 18 to 23 ranged from 3.05 to 3.94 which

were greater than the cut-off point (2.50). Therefore, respondents agreed that the influence of

prompt release of results on biology student’s academic performance were very high.

41
 CHAPTER FIVE

DISCUSSION, CONCLUSION, RECOMMENDATIONS.

This chapter was discussed under the following subheadings:

 Discussion of the findings

 Conclusion

 Implication of the study

 Recommendations

 Limitations of the study

 Suggestions for further researcher

5.1 Discussion of Findings

Based on responses on the accounting competencies required of business education

graduate in handling entrepreneurship challenges, it was revealed that they keep debtors and

creditors’ ledgers, kept sales and purchases records daily and ability to avoid unbudgeted

expenditure. It also confirmed by Time management is the act of arranging, organizing,

scheduling, and budgeting one’s time for the purpose of generating more effective work and

productivity (Ezedum and Odigbo, 2011).

Base on the are the managerial competencies required of business education graduate in

handling entrepreneurship challenges, it was revealed that have ability to have a cordial

communications with customers and staff, and effective use of feedback from customers. In

line with statement above According to Ezedum and Odigbo (2011), management in all

business and organizational activities is the act of getting people together to accomplish

desired goals and objectives using available resources efficiently and effectively. The authors

further stated that management comprises planning, organizing, staffing, leading or directing,

and controlling an organization (a group of one or more people or entities) or effort for the

42
purpose of accomplishing a goal. Management skills, according to Barret in Ezeani (2012)

include: Planning and goal setting, decision making, human relationship, marketing, finance,

accounting, management, control, negotiation, venture, launch and managing growth.

The ICT competencies required of business education graduates in handling

entrepreneurship challenges, based on the findings it was noted that almost all the

respondents have ability to operate the computer, ability to use scanning machines. Supported

by according to Obayi, (2006) is a form of knowledge that uses concepts and skills from

other disciplines especially science and the application of this knowledge to meet an

identified need or solve a specified problem using materials, energy, tools and computers.

Supporting Obayi, (2006), Brenna and Mahon (2007) in Ezemoyih and Okafor (2010),

observed that technology is a problem solving process which has its goals, the improvement

of the quality of human life, human needs and resources. Ochai, (2007) define ICT as any

equipment or interconnected system or sub systems of equipment, that is used in the

automatic acquisition, storage, manipulation, management, retrieval, movement, control,

display, switching, interchange, transmission, reception of date information and

communication technology.

Based on the problem solving competencies required of business education graduate

in handling entrepreneurship challenges, the respondents believed that, combine ideas and

knowledge into new value, almost all respondent agreed that they figure out how to make

products work better, moreover bring best ideas into reality and gain access to technology on

innovation in small scale enterprises. Confirmed by Saygili (2017) noted that problem

solving is a process of moving toward a goal when the path to the goal is uncertain. Saygili

further explained that in order to be effective at problem solving one is likely to need some

other key skills, which include: creativity, researchable skills because defining and solving

43
problem often requires research, team work skills, emotional intelligence, risk management

and Decision.

5.2 Conclusion:

The investigation to managerial competencies required of business education graduate

to handle entrepreneurship challenges in Ondo West Local Government, Ondo State. Based

on the findings of the study, the following conclusions were drawn, Business education is a

skill-based course which inculcates entrepreneurial skills in the recipient. This work

establishes that business education has the potentials of promoting entrepreneurship

development in Nigeria since it could lead to the acquisition of competencies for identifying

viable investment opportunities. The business education graduates and practicising

entrepreneurs need the following entrepreneurial competencies as knowledge, innovation,

communication, information, accounting/financial and general business to handle

entrepreneurship challenges.

5.3 Implication of the study

The study has revealed the managerial competencies required of Business Education

graduate to handle entrepreneurship challenges in Ondo west local government, Ondo state,

results of the present can be beneficial for academic supervisors, Business Education

lecturers and researchers interested in the managerial competencies required of Business

Education graduate to handle entrepreneurship challenges. This research may encourage

academic supervisors at higher education institutions, undergraduate at schools and

researchers in the field of teaching profession to provide confidently their learners with

managerial competencies skills.

5.4 Recommendations

From the findings and the conclusions drawn, the following recommendations are

44
1. Business Education graduates should undergo conferences and workshops on how to

management small scale businesses.

2. Intitutions authorities should expose the Business Education students before

graduation to conferences and workshops in management.

3. Business Education department should be equipped by college authorities with

management textbooks and organization charts.

4 Government should make adequate provision of funds to business education

departments in institutions of higher learning for the purchase of facilities and

teaching equipment for the training of business education students.

5. The existing business education curriculum should be reviewed to integrate

knowledge, innovation, communication, information, accounting/financial and

general business competencies to equip graduates of business education with the

necessary skills to establish their own business and become successful entrepreneurs.

6 Government should make fund available for re-training of business educators to

acquire knowledge, invocation, communication, information, accounting/financial and

general business competencies since one cannot give what he does not have.

5.5 Limitations of the study

The main problem was encountered during data collection was the number of graduate in the

different area was many and due to financial constraint the researcher couldn’t cater for them

all, the researcher have to taken at random sampling. Moreover there is no enough data as

concern the research topic.

5.6 Suggestions for further Research

Further research should be conducted on the investigation to managerial competencies

required of business education graduate to handle entrepreneurship challenges in Ondo West

Local Government, Ondo State. There is a need for this research to be carried out in other
45
training institutions at all levels of education in Nigeria so as to compare and test how general

the research findings of this study can be made. This will also give a detailed picture of the

adaptation of strategies to various situations.

Business education lecturers in particular will be more informed with the wealth of

information that will be made available by this study for equipping their students for success

in establishing and effectively managing small and medium scale ventures on graduation.

This is because, with the shortage of employment opportunities in the Nigerian labour

market, students of Business education on graduation could take the advantage of the

entrepreneurial skills identified in this study to venture into privately owned business as

entrepreneurs for sustainable living on graduation.

46
References

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perceived by fresh graduates. Business Education Journal 4(3), 52-58.
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 ADEYEMI COLLEGE OF EDUCATION, ONDO
SCHOOL OF VOCATIONAL AND TECHNOLOGY STUDIES
DEPARTMENT OF BUSINESS EDUCATION
QUESTIONNAIRE ON INVESTIGATION INTO MANAGERIAL

COMPETENCIES REQUIRED OF BUSINESS EDUCATION GRADUATE TO

HANDLE ENTREPRENEURSHIP CHALLENGES IN ONDO WEST LOCAL

GOVERNMENT, ONDO STATE.

The purpose of this questionnaire is to gather information on the topic above Research topic.
Please help to fill the item below correctly. Your information will be confidentially treated.
SECTION A: Demographic Information (Tick as Appropriate)
School: __________________________________________________________________
Sex: Male ( ) Female ( ) Qualification: NCE ( ) Degree ( ) others ( )
Age Group: 18-22 years ( ) 23-30 years ( ) 30 and above years ( )
SECTION B
Key to response, Strongly Agree- SA, Agree- A, Disagree- D, Strongly agree- SD
INSTRUCTIONS: Thick (√) option that represent your opinion.
Research Question 1: What are the accounting competencies required of business education

graduate in handling entrepreneurship challenges?

SN ITEM SA A D SD
1 Keep debtors and creditors’ ledgers
2 Keeping sales and purchases records daily
3 Wise sourcing and use of finances
4 Ability to prepare sales, cash and production budget and forecasting
sales
5 Ability to avoid unbudgeted expenditure
6 Ability to undertake simple audit and manage it properly
7 Ability to determine profit of a particular period
8 Ability to interpret simple financial statements

49
 Research Question 2: What are the managerial competencies required of business education

graduate in handling entrepreneurship challenges?

ITEM SA A D SD
1 Ability to have a cordial communications with customers and staff
2 Ability to make effective use of feedback from customers
3 Ability to set achievable goals and target for the enterprise
4 Ability to understand the concept of time management and Job demands
5 Ability to have a long and short term vision for managing an enterprise
6 Ability to have human resource management skills

Research Question 3: What are the ICT competencies required of business education

graduates in handling entrepreneurship challenges?

ITEM SA A D SD
1 Ability to Operate the computer
2 Ability to use database, Microsoft access for storage and administration
of staff data
3 Ability to use spreadsheets like-Microsoft excel to manage the business
budget
4 Ability to access the internet through the use of mobile phones
5 Conference calls/video conferencing for skills
6 Ability to use scanning machines

Research Question 4: What are the problem solving competencies required of business

education graduate in handling entrepreneurship challenges?

ITEM SA A D SD
1 Combine ideas and knowledge into new value
2 Introduce new methods of productivity
3 Figure out how to make products work better
4 Bring best ideas into reality
5 Add value to customers satisfaction

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6 Gain access to technology on innovation in small scale enterprises

51